scholarly journals Learning complex functions with GeoGebra

2021 ◽  
Author(s):  
Ana Maria D’Azevedo Breda ◽  
José Manuel Dos Santos Dos Santos
Keyword(s):  
Student Performance ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Complex Analysis ◽  
Video Recording ◽  
Teaching Experiment ◽  
Complex Functions

In this paper we describe a teaching experiment targeting with students of Complex Analysis attending an undergraduate course of a portuguese university. Our main goal is the understanding of the GeoGebra role with respected to visualization and as technological mediator, according to Vygotsky theory, in the teaching and learning process of complex functions. The first step of our study was the conception of a sequence of didactical tasks and the development of GeoGebra tools related to the target didactical objectives. Here we will describe the procedure related to the tasks implementation in a classroom environment and the achieved results based on the collected data composed by written assignements produced by students, video recording the student performance during the experiment and the student constructions with GeoGebra. All the collected data was analysed from a qualitative and interpretative paradigm.

scholarly journals Speech Acts Analysis on Teaching and Learning Process Used by the Teacher in MAN 2 Mataram in Academic Year 2016-2017

2019 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Yulia Isnaini
Keyword(s):  
Learning Process ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Video Recording ◽  
Video Camera ◽  
Coding System ◽  
Perlocutionary Act ◽  
Academic Year ◽  
Research Show

This study was aimed at finding out Speech Acts Analysis on Teaching andLearning Process used by the Teacher in MAN 2 Mataram in Academic year 2016/2017. The method of this research is qualitative research The data of this research were the utterances performed by the Teachers of MAN 2 Mataram. The research instrument was the researcher himself. Participant is the subject from which the data obtained (Arikunto, 2010: 172)The Researcher’s participant actively classification speech act by the Teachers on teaching and learning process.T he instrument of data by using video camera and observation. To analyze the data Based on Louis (2005:181). This study used observation and video recording as an instrument of data collection, the researcher applied coding system. In this research, there are two validity principles applied by the researcher. The results of the research show that there are three classifications of speech act performed by the Teachers in the aching and learning process . The results of the research show that there are three classification of speech act performed by the Teachers in the aching and learning process. they are 4 data of locutionary act , 30 data of Illucotionary act, 7 data of Perlocutionary act . So the total of data were 41 data of speech act are used By the Teachers in MAN 2 Mataram.

scholarly journals Aplikasi Statistik Proses Kontrol Untuk Evaluasi Proses Pembelajaran Menggunakan Diagram Kontrol X ̅ dan R

2019 ◽  
Vol 12 (2) ◽  
pp. 30-35
Author(s):  
Zurqoni ◽  
Fathur Rahman
Keyword(s):  
Process Control ◽  
Student Performance ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Control Process ◽  
Process Capability ◽  
Evaluation Process ◽  
Control Program ◽  
Student Grades

he use of Statistics Process Control in education is fairly new but it has been clearly seen that the method can be used in the field of student evaluation in teaching and learning processes, monitoring student grades, assessment processes in higher education, assessment of learning outcomes and others. This study will discuss the application of Process Control Statistics (SPK) to evaluate the learning process using two control diagrams of variables  and R using the Process Capability (KP) analysis, which aims to determine students' abilities in carrying out practical tests. From these problems to determine the effectiveness of the control program  and R in evaluating the learning process. From the results of the analysis it can be concluded that the application of Control Process Statistics is very possible in the evaluation of the learning process. In this context, control diagrams  and R are useful for increasing efficiency in detecting deficiencies in the evaluation of the learning process and evaluating student performance. In the process capability analysis (KP) it can be seen that the student evaluation process is still not as expected, and the learning process is considered to be uneven so that the resulting output has not reached what was expected Penggunaan Statistik Proses Kontrol dalam pendidikan memang terbilang baru tetapi  telah jelas terlihat bahwa metode tersebut dapat digunakan di bidang evaluasi siswa dalam pengajaran dan proses pembelajaran, pemantauan nilai siswa, proses penilaian dalam pendidikan tinggi, penilaian hasil pembelajaran dan lain-lain. Penelitian ini akan membahas penerapan Statistik Proses Kontrol (SPK) untuk mengevaluasi proses pembelajaran menggunakan dua digram kontrol variabel  dan R dengan menggunakan analisis Kapabilitas Proses (KP), yang bertujuan untuk mengetahui kemampuan siswa dalam melaksanakan ujian praktikum.  Dari permasalahan tersebut untuk mengetahui efektifitas digram kontrol  dan R dalam mengevaluasi proses pembelajaran.  Dari hasil analisis dapat disimpulkan bahwa penerapan Statistik Proses Kontrol sangat mungkin dilakukan dalam evaluasi proses pembelajaran. Dalam konteks ini, diagram kontrol  dan R  berguna untuk meningkatkan efisiensi dalam mendeteksi kekurangan dalam evaluasi proses pembelajaran dan evaluasi kinerja siswa. Pada analisis kapabilitas proses (KP) dapat diketahui bahwa proses evaluasi siswa masih belum sesuai dengan yang diharapkan, dan proses pembelajaran dianggap belum merata sehingga ouput yang dihasilkan belum mencapai dengan yang diharapkan.    

scholarly journals PENGELOLAAN LINGKUNGAN KELAS DALAM MENCAPAI HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI

2018 ◽  
Vol 17 (1) ◽  
pp. 124
Author(s):  
Novi Safitri ◽  
F. Furqon
Keyword(s):  
Social Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Learning Process ◽  
Classroom Environment ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Main Concept ◽  
Albert Bandura ◽  
Physical Environments

Behavioristic learning theory states that student learning outcomes are determined by the content of learning and environmental influences. One factor is the classroom environment, the comfortable classroom environment allows students to concentrate. Students spend more time in class than in other school environments. Education in economic subjects is a lifelong learning process, which is beneficial to life. Economic subjects discuss the basic economic concepts that are directly related to everyday life. The main objective of economic subjects is to prepare students with the knowledge necessary to understand the world and make better choices and prepare them to serve as economic actors in the future. The classroom environment on economic subjects will be connected to the teaching and learning process, including the physical and non-physical environments. Learning theory from Albert Bandura known as Social Learning Theory (social learning theory) with the main concept of reciprocal determination, states that there is a constant interaction between environment, behavior and people that influence the learning process that will ultimately affect the learning outcomes obtained. So it can be said that human behavior is the result of continuous interaction between internal factors (behavior, people) and external (environment).

scholarly journals Communication Strategies Used by the Primary Teachers in EFL Classroom

2018 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Ayu Oktaviani ◽  
Dwi Misgiyati
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Strategies ◽  
Video Recording ◽  
Primary Teachers ◽  
English Teachers ◽  
The Other ◽  
Field Note

The objective of the research was to find out communication strategies used by the Primary teachers in EFL classroom. The sample of the research was 3 teachers in grade 2, 5 and 6 at Palm Kids Elementary School of Lubuklinggau. The samples were taken through Purposive sampling. The researcher used descriptive qualitative research and the data were collected by using observation, interview, and documentation(field note and video recording). The result revealed that communiction strategies used by the English teachers’ were code switching, intra-lingual, IL based strategies, non-linguistics, cooperative, and formal reduction. In the other English teachers’ responded towards are the communication strategies helped the students understood the meaning, made the students easier to understood the material, helped students to understand what English said, helped to explain the material more detail in teaching and learning process and made the students have to master English well. Keyword: Primary Teachers, Communication Strategies, Primary School

scholarly journals TYPES, PURPOSE, AND STRATEGIES OF TEACHER’S QUESTIONS IN INDONESIAN EFL CLASSROOM OF JUNIOR HIGH SCHOOL IN BALI

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
AAGY Paramartha ◽  
NMS Ramawati ◽  
PED Suputra
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Video Recording ◽  
English Teacher ◽  
Seventh Grade ◽  
The Subject

This study was a case study which aimed to analyze the types of questions used by an English teacher, the purposes of questions asked by the teacher, and the strategy used to cope with non-responded questions. The subject of this study was an English teacher who taught seventh grade students at SMPN 1 Singaraja which is located in Singaraja, Buleleng regency, Bali, Indonesia. The data were collected through observation, interview, and video recording. The result of the analysis showed that from 241 questions, the teacher more frequently asked convergent, closed, and display questions rather than divergent, open, and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to check students’ knowledge and understanding, to attract students’ activeness, to develop students’ interest and curiosity, and to stimulate students in stating information. It was also found that the teacher used seven strategies to cope with non-responded questions. This study suggested the teacher to balance the number of convergent, closed, and display with divergent, open, and referential questions to be used during teaching and learning process. In addition, the teacher should know more about the strategies for non-responded questions and the proper way to use those strategies to make the teaching and learning process runs smoothly.

scholarly journals TYPES OF MOOD USED BY THE LECTURER IN TEACHING READING: A SYSTEMIC FUNCTIONAL LINGUISTIC ANALYSIS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 30-38
Author(s):  
Sri Mulatsih ◽  
Sunardi Sunardi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Video Recording ◽  
Private University ◽  
Teaching Reading ◽  
Data Coding ◽  
Qualitative Research Design ◽  
Central Java ◽  
Systemic Functional Linguistic ◽  
Recorded Data

Teaching Reading is a way to develop students’ awareness and to facilitate students to learn the reading skill in order to develop students engaged with the text they read in a meaningful way. In teaching Reading, the lecturer used several types of mood to make the students understand the materials. This study is aimed at describing the types of mood used by the lecturer in teaching two Reading classes in a private university in Semarang, Central Java, Indonesia. This study used qualitative research design since it describes certain phenomenon that is types of mood used by the lecturer in teaching Reading. The setting of this research is in English Department, Universitas Dian Nuswantoro Semarang, Central Java, Indonesia. The data are in the forms of utterances used by the lecturer in teaching Reading. Data collection was done by observing and taking notes on the teaching and learning process of Reading, video recording the teaching and learning process of Reading, viewing the data to show the completeness of the data, and transcribing the recorded data into the written forms. The were analyzed using qualitative data analysis offered by Creswell (2009), those are organizing and preparing data, coding and segmenting the written data into clauses,  identifying the type of mood, classifying the type of mood, and interpreting the data. The result showed that the type of mood mostly used by the lecturer in teaching Reading is declarative because the lecturer gives much information to the students to make the students understand the materials. Other types of mood used are interrogative and imperative ones.

scholarly journals An Investigation of Classroom Management Strategy ( A Case Study of Tenth Grade English Teachers at SMAN 2 Kota Bengkulu)

2019 ◽  
Vol 3 (2) ◽  
pp. 156-170
Author(s):  
Dona Novianti Ulfa ◽  
Rudi Afriazi ◽  
Elfrida .
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Management Strategies ◽  
English Teachers ◽  
Dominant Strategy ◽  
Classroom Management Strategies ◽  
Tenth Grade ◽  
Effective Teaching And Learning

The objective of this research was to find out the classroom management strategies implemented by the English teachers and the reason in applying the most often strategy than others strategies. This study employed the descriptive qualitative method, the subject of the research were the English teachers (2 persons) at SMAN 2 Kota Bengkulu.. The data was collected by using observations checklist and interview. The result of the research revealed there are 5 strategies used by the teachers in managing the classroom; 1) Strategies to arrange the classroom, 2) Strategies to build positive relation with the student, 3) Strategies to create positive classroom environment, 4) Strategies to prevent misbehavior and5)   Strategies to handle the students’ discipline situation. In 5 meetings the total aspects of the first strategy applied by the teacher 1 and teacher 2 was about 33 and 37. The second strategy was 30 and 31. The third strategy was 26 and 24. The fourth strategy was 25 and 28. The last strategy was 25 and 24. Furthermore, the reasons of why the teachers applying the most often strategy than others strategies because it helps the teachers in the teaching and learning process to be more conducive. Beside that the strategies also help the teachers to create an effective teaching and learning process. Therefore, it could be concluded that the English teachers of SMAN 2 Kota Bengkulu used all the 5 strategies asmentioned by Marzano (2003) in managing classroom but not all aspects they used in teaching and learning process. The dominant strategy implemented by Teacher I and Teacher 2 were strategy to arrange the classroom. Meanwhile, the least strategy implemented by both teachers were the strategy to handle the students discipline situation.

scholarly journals The Use of Visualization in Teaching and Learning Process for Developing Critical Thinking of Students

2017 ◽  
Vol 9 (1) ◽  
pp. 71
Author(s):  
Kyvete Shatri ◽  
Kastriot Buza
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Critical Approach ◽  
Overall Performance ◽  
Teaching Learning ◽  
Positive Effect

Many researches has been conducted for the need to increase critical thinking of students (in (different fields, (also many researches has been done on the importance and the role of critical thinking for students achievements. In this context this requires a critical approach. To achieve this should be used effective teaching methods that develop critical thinking and also facilitate and enhance the learning of students and their performance in general, making them able to solving problems in their fields. A visualization approach increase communication, increase critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate visualization for the purpose of examining its role in developing critical thinking. In order to achieve this it was made an experiment for the use of visualization and from this experimentation are extracted the results of the effect of using the visualization for the aspect of developing and increasing critical thinking. The results which are taken from this research highlight the positive effect that the use of visualization in teaching and learning process has in developing the critical thinking of students and their overall performance. The results also shows that the visualization motivates students to learn, making them more cooperative and developing their skills for critical approach. Keywords: visualization, critical thinking, teaching, learning, student performance

scholarly journals EPISTHEMOLOGICAL STUDY OF TERATAI METHOD: New Offer on Arabic Language Teaching Methodology for Beginner- Intermediate Learner in Indonesia

2014 ◽  
Vol 3 (2) ◽  
pp. 5
Author(s):  
Naifah Naifah
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Teaching Methodology ◽  
Educational Method

Abstract Even in our modern schools, it is not unusual to Dnd teach- ers whose practice is shaped primarily from their past experiences. In the traditional language teaching methods, teachers offer course materials in a classroom where students listen, take notes, copy ma- terials, execute homework and complete assignments. In many cases lecturers fail to transfer knowledge to students effectively despite personally having sound technical knowledge in the subject area. However, the challenge that faces the education environment has always been to ensure that the teaching and learning process takes place effectively in a classroom environment. This paper focuses on the author s experiences in implementing an active method in Ara- bic language teaching to promote effective student learning. It ex- plores speciDc pedagogical theories combined with school resources to improve the quality of teaching and student learning. A simpli- Ded educational method for improving the quality of the teaching and learning process is presented. The method called “Teratai sug- gested that the effectiveness of the teaching and learning process is depend on the effective facilitation of communication, involvement and interaction among students, teachers and course content. The article is intended to explore episthemological consepts, assump- tions, approaches, constructions, and applications of Teratai method in Arabic language teaching. The purpose of this discussion is to build the awareness of a variety of effective teaching ideas and tech- niques that a lecturer may consider in light of their current teaching styles and personalities. Key words: Teratai Method, language learning methodology, epis- themological study

scholarly journals Teaching Large Classes with Clickers: Results from a Teaching Experiment in Comparative Politics

2013 ◽  
Vol 46 (04) ◽  
pp. 823-829 ◽  
Author(s):  
Marcela Velasco ◽  
Gamze Çavdar
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Comparative Politics ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Student Perception ◽  
Teaching Experiment ◽  
Student Response ◽  
Large Classes

AbstractInstant-response technologies, or clickers, are student response devices that help address some of the challenges involved in teaching large classes, namely student motivation and engagement with the material. This article evaluates a diverse set of teaching and learning strategies enabled by clicker technology and their impact on student learning. We highlight five aspects of teaching that are enhanced by the use of clickers, describe an experiment comparing student performance in traditional and clicker lectures, and report results of a survey of student perception about the effects of this technology on motivation, learning, and engagement. We argue that while the use of clickers is time-consuming for the instructor and presents a steep learning curve, clickers improve teaching effectiveness in large classes and hold promise for increasing student learning.

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