scholarly journals HUBUNGAN ANTARA PRESTASI BELAJAR PENDIDIKAN SISTEM GANDA DENGAN MOTIVASI SISWA MEMASUKI DUNIA KERJA BIDANG TEKNIK KONSTRUKSI BATU DAN BETON

Jurnal PenSil ◽  
2012 ◽  
Vol 1 (2) ◽  
pp. 110-122
Author(s):  
Tri Puspita Sari ◽  
Daryati Daryati ◽  
Dadang Suyadi
Keyword(s):  
Working Environment ◽  
Third Grade ◽  
Second Grade ◽  
Concrete Construction ◽  
Learning Achievement ◽  
Second Grade Students ◽  
Double System ◽  
Valid Instrument ◽  
Education Activity ◽  
The Relationship

This research aims to get the relationship between learning achievement of Double System Education and student’s motivation to involve in the field of masonry and concrete construction working environment.The duration of research is conducted in May 24th – 25th 2012. SMK Negeri 4 Jakarta is chosen to be the place of conducting this research. The population of this research is the students of the second and third grade majoring in masonry and concrete construction who have performed Double System Education activity. The sample of this research is the second grade students of SMK Negeri 4 Jakarta majoring in masonry and concrete construction who have performed Double System Education activity. The research method is surveying using correlation approach. The questionnaire consists of 62 items of statement and it is tested to 10 students in the third grade of SMK Negeri 4 Jakarta majoring in masonry and concrete construction. After the test, there is a valid instrument for data collecting in the sample and number of valid items. Finally, there are 41 valid items. Either learning achievement variable of Double System Education or student’s motivation to involve in the working environment has shown normal distribution. Coefficient of correlation (rxy) equals 0.85. Regression equation between learning achievement of Double System Education and student’s motivation to involve in the working environment is Ŷ = 17.09 + 1.67X. The hypothesis results from the table ttable and calculation thitung are 2.09 and 7.22 respectively, Ho is rejected and Ha is accepted. The result shows that there is a positive and significant relationship between learning achievement variable of Double System Education or student’s motivation to involve in the field of masonry and concrete working environment

scholarly journals The relationship between learning styles and students` chemistry achievement

2018 ◽  
Vol 37 (1) ◽  
pp. 79
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Chemistry Education ◽  
Second Grade ◽  
Chemistry Achievement ◽  
Learning Style Inventory ◽  
Second Grade Students ◽  
Oxidation Reduction ◽  
Chemical Content ◽  
The Relationship

This research aimed to determine the chemical content which is the most challenging for students, and also to study the differences in chemistry achievement among students who prefer different learning styles. The study was carried out on the sample of 265 second grade students (aged 15–16 years) from seven grammar schools in Vojvodina (Serbia). Two instruments were applied in the study to determine the learning styles: chemistry knowledge test and Learning Style Inventory (LSI version 3.1). According to the findings, students have difficulty learning the contents of the topics Chemical Equilibrium, Salt Hydrolysis and Oxidation-Reduction Reactions. The findings show that there is a significant relationship between achievements in chemistry and students’ learning styles. The findings obtained in this research represent a step towards improving chemistry education since they identified the topics that students find it the most difficult to learn.

The Relationship Between Phonological Awareness and Music Aptitude

2017 ◽  
Vol 65 (3) ◽  
pp. 328-346 ◽  
Author(s):  
Mara E. Culp
Keyword(s):  
Phonological Awareness ◽  
Music Teachers ◽  
Literacy Skills ◽  
Second Grade ◽  
Music Aptitude ◽  
Music Therapists ◽  
Second Grade Students ◽  
Music Audiation ◽  
Composite Scores ◽  
The Relationship

The purpose of this study was to investigate the relationship between phonological awareness and music aptitude. I administered the Intermediate Measures of Music Audiation (IMMA) to second-grade students in a rural school in Pennsylvania ( N = 17). Speech-language specialists administered a hearing screening and The Phonological Awareness Test 2 (PAT-2) individually to participants and scored the measures. Findings indicated a moderate, positive relationship between PAT-2 standardized composite scores and IMMA raw Tonal subtest scores ( r = .485). A linear regression indicated IMMA raw Tonal subtest scores predicted PAT-2 standardized composite scores. The relationship between music aptitude and phonological awareness has implications for students, music teachers, and professionals who may remediate literacy skills, such as reading specialists, speech-language pathologists, and music therapists.

scholarly journals Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

2021 ◽  
Vol 11 ◽  
Author(s):  
Bárbara Guzmán ◽  
Cristina Rodríguez ◽  
Roberto A. Ferreira
Keyword(s):  
Mathematics Anxiety ◽  
Economic Status ◽  
Vulnerability Index ◽  
Mediating Effect ◽  
Second Grade ◽  
Mathematical Performance ◽  
Socio Economic Status ◽  
Second Grade Students ◽  
And Mathematics ◽  
The Relationship

Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

scholarly journals Ta’līm al-Lugah al-‘Arabiyyah bimajāl Mahārah al-Qirā’ah wa al-Kitābah

2021 ◽  
Vol 2 (1) ◽  
pp. 33-46
Author(s):  
Rizka Riyani Lutfiati ◽  
Fitri Wahyuni
Keyword(s):  
Quantitative Research ◽  
Writing Skills ◽  
Boarding School ◽  
Moderate Level ◽  
Coefficient Of Determination ◽  
Second Grade ◽  
Reading Vocabulary ◽  
Second Grade Students ◽  
The Relationship ◽  
Correlation Number

In studying language, vocabulary is the key to understand language lesson. It is similar in learning Arabic. The vocabulary is important. In learning Arabic, there four skills. They are listening, writing, reading, and speaking. All students should have a lot of vocabulary. The main purpose of this research are: (1) to describe the intensity of reading vocabulary of the second grade students at Arrisalah Islamic Boarding School, (2) to describe the writing skills of the second grade students at Arrisalah Islamic Boarding School, (3) to understand the effect of vocabulary reading intensity to improve the students’ writing skills. The quantitative research was used. The data were collected from the students and the boarding school’s information by using observation, questionnaires, test, and documentation. Meanwhile, to determine the relationship and the effect of vocabulary reading intensity on the students’ writing skills product moment correlation was used. From this research, it is known that the reading vocabulary intensity is at a moderate level with a percentage result 64.70% and the writing skills are also at a moderate level with a percentage result 52.94%. By calculating the product moment correlation between reading vocabulary intensity and writing skills, it was found that the correlation number was 0.784 and the coefficient of determination in variable of the vocabulary reading intensity affects the students’ writing skills was 63%.

Relation of Visual-Motor Skills and Reading Achievement in Primary-Grade Pupils of Superior Ability

1967 ◽  
Vol 24 (1) ◽  
pp. 51-53 ◽  
Author(s):  
Thomas M. C. Chang ◽  
Vivian A. C. Chang
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Grade Level ◽  
Primary Grade ◽  
Third Grade ◽  
Second Grade ◽  
The Third ◽  
Visual Motor ◽  
Relationship Of ◽  
The Relationship

Second and third grade pupils ( ns = 23, 27, 24, 26) of superior intelligence were dichotomized into subgroups on the basis of visual-motor development as measured by the Bender-Gestalt. Bender and WISC scores were significantly correlated with reading at the second grade level but not at the third grade. The relationship of reading to visual-motor development and the learning of other skills to read for this type of pupil is suggested.

The relationships among language ability, emotion regulation and social competence in second-grade students

2012 ◽  
Vol 36 (5) ◽  
pp. 398-405 ◽  
Author(s):  
W. John Monopoli ◽  
Sharon Kingston
Keyword(s):  
Sex Differences ◽  
Emotion Regulation ◽  
Social Competence ◽  
Language Ability ◽  
Receptive Vocabulary ◽  
Second Grade ◽  
Future Research ◽  
Second Grade Students ◽  
The Relationship

Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students ( N = 67) completed an assessment of receptive vocabulary, and teachers rated emotional and social skills. Results show relationships between emotion regulation and social competence, and between language and aspects of social competence. There were compelling sex differences in the strength of the relationships between these variables. However, language did not act as a mediator. Future research should further investigate the role of language skills in social competence as children mature, and further investigate sex differences in these constructs.

As People Get Older, They Get Taller: An Integrated Unit on Measurement, Linear Relationships, and Data Analysis

2004 ◽  
Vol 10 (7) ◽  
pp. 344-351
Author(s):  
Elana Joram ◽  
Christina Hartman ◽  
Paul R. Trafton
Keyword(s):  
Fourth Graders ◽  
Linear Measurement ◽  
Second Graders ◽  
Measurement Unit ◽  
Second Grade ◽  
Second Grade Students ◽  
Linear Relationships ◽  
Measurement Units ◽  
Instructional Plans ◽  
The Relationship

When we planned an investigation in which second-grade students would examine the relationship between their own heights and those of fourth graders, we expected that the second graders would have some intuitions about the way in which height changes with age. We hoped to build on these intuitions through measuring and graphing activities. Our conversations about designing this unit began as the teacher, Chris, started to teach a unit on linear measurement. By the time we finalized our instructional plans, Chris was ready to conclude the measurement unit. Our work, therefore, was an extension of what she had taught on linear measurement; students were familiar with linear measurement units and measuring with a standard instrument.

scholarly journals Pengembangan modul elektronik (e-modul) interaktif pada mata pelajaran Kimia kelas XI SMA

2018 ◽  
Vol 5 (2) ◽  
pp. 180-191 ◽  
Author(s):  
Nita Sunarya Herawati ◽  
Ali Muhtadi
Keyword(s):  
High School ◽  
Field Testing ◽  
Senior High School ◽  
T Test ◽  
Second Grade ◽  
Learning Achievement ◽  
Significance Level ◽  
Paired Sample ◽  
Second Grade Students ◽  
Post Test

Penelitian ini bertujuan untuk: (1) menghasilkan produk e-modul interaktif pada mata pelajaran Kimia kelas  XI IPA SMA, (2) mengetahui tingkat kelayakan produk e-modul interaktif pada mata pelajaran Kimia kelas XI IPA SMA,dan (3) mengetahui efektivitas penggunaan produk e-modul interaktif dalam meningkatkan capaian hasil belajar mata pelajaran Kimia kelas XI IPA SMA. Penelitian pengembangan ini mengacu pada langkah-langkah yang dikembangkan oleh Thiagarajan yaitu (4D). Prosedur pengembangan meliputi tahap pendefinisian (define), perancangan (design), dan pengembangan (development). Subjek uji coba kelompok kecil terdiri dari enam orang peserta didik kelas XI IPA SMA Islam Al Azhar Yogyakarta. Subjek uji coba lapangan sebanyak 29 orang siswa kelas XI IPA SMA Islam Al Azhar Yogyakarta. Pengumpulan data menggunakan lembar penilaian, angket respon, dan tes hasil belajar. Teknik analisis data menggunakan paired sample t-test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa modul elektronik (e-modul) interaktif untuk kelas XI IPA SMA menurut ahli materi, ahli media berada dalam kategori layak. Penerapan dan penggunaan e-modul secara umum dapat terlaksana dengan kategori layak dan mendapat respon positif dari peserta didik. Terdapat perbedaan hasil belajar antara hasil pre test sebelum penggunaan e-modul dan post test setelah menggunakan e-modul dengan sig < 0,05.Kata kunci: modul eletronik, interaktif, kimia DEVELOPING INTERACTIVE CHEMISTRY E-MODUL FOR THE SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOLAbstractThis research study aims to: (1) produce chemistry interactive e-modul for the second grade students of senior high school, (2) identify the feasibility analysis of interactive e-module products on chemistry object, and (3) identify the effectiveness of the interactive e-module product in improving the achievement of learning achievement. This research and development study refer to the stages developed by Thiagarajan (4D). The procedure of the development consists of define, design, and development. The subject small group trial consisted of six-second grade students of SMA Islam Al Azhar Yogyakarta. The subjects of field testing in the experiment class consisted of 29 students of XI IPA of SMA Islam Al Azhar Yogyakarta. The data were collected using an evaluation sheet, questionnaire of student’s responses, and achievement tes. The data were analyzed using paired sample t-test with a significance level of 0.05. The research finding reveals that the chemistry interactive e-modul for XI IPA of senior high school according to materials experts and media experts is in a good category. Generally, the application of interactive e-modul is categorized in the very good category and received a positive response from students. There is a difference in the learning achievement between the pre test and post test after using the chemistry interactive e-modul with sig < 0.05.Keywords: e-modul,interactive, chemistry

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