scholarly journals The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text

2017 ◽  
Vol 2 (1) ◽  
pp. 33
Author(s):  
Dewi Sartika ◽  
Rachmanita Rachmanita
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Level ◽  
Strategy Development ◽  
P Value ◽  
Writing Achievement ◽  
High School Level ◽  
School Students ◽  
Significant Difference

Writing is one of the four skills taught in the school which is used as communication in daily life. It is considered as a difficult subject by the eleventh grade of the senior high school students because of the limitation of the time provided and some aspects of language to be considered. Therefore, the purpose of this study was to find out whether or not there was a significant difference in students’ writing achievement of persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. By conducting a quasi-experimental investigation at senior high school level in South Sumatera, Indonesia, two classes consisting of thirty students in each class at SMA Negeri 1 Kandis were chosen as the samples by using purposive sampling method. To analyze the data, the t-test was used. The result findings showed that t-obtained (3.29) was higher than t-table (2.0017) at the significance level of p-value was lower than 0.05. It indicated that there was a significant difference in students’ writing achievement of writing persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. The students who were taught by using Self-Regulated Strategy Development had better improvement in their writing persuasive text because the students could write the persuasive text well based on the Self-Regulated Strategy Development which applied POW (pick, organize, write)  and TREE  (topic, reasons, explanation, ending).

scholarly journals Virtual Simulations for Drone Education of Senior High School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 220-226
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Fundamental Information ◽  
Virtual Simulations ◽  
Game Simulation ◽  
Senior High School Students

Drone technology is further increasing in popularity and demand and drone education is already implemented in certain college courses. This paper presents a virtual simulation module that will cater to the needs of the senior high school level and that would lead to a module that is essentially less technical and more interactive. The virtual simulations module will be an integrated website which contains fundamental information on what a drone is and how to operate one. It will also incorporate an interactive game simulation wherein the drone model created from 3D printing will be integrated in. To verify the achievement of the goals of this paper, the researchers will conduct a survey among a randomized pool of senior high school students, which will include a pre and post-test about the module. Through this surveys that the participants answered, the researchers used t-test methodology to conclude that the module is indeed effective on delivering the information to the students with up to 90% positive response about the module. Additionally, the researchers have taken into account the preferences and suggestions of the students who participated.

scholarly journals Tangible and Natural Of Indonesian Cultural Heritage Presented In English Textbooks For Senior High School Student

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Trifonia Fahik ◽  
Ni Made Ratminingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Cultural Heritage ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Cultural Elements ◽  
Visual Materials

Cultural elements play an essential role in learning a foreign language; thus, it is unavoidable that EFL (English Foreign Language) textbooks carry cultural elements. This study was framed with qualitative research and aim to explore the presence of intangible, tangible cultural heritage in the visual materials (painting, photography, drawing, digital drawing) and to examine their distribution according to their types. The data to be analyzed was obtained from two textbooks for senior high school students entitled English Skills for Better Future for grade tenth and eleventh in senior high school. Content analysis was applied to analyze types of visual materials that present cultural heritage. The result showed that 163 visuals material were determined as 84 photos, 14 digital drawings, nine brochures, 35 advertisements, four flyers, nine forms, 16 proverbs, and one riddle. Cultural bias and stereotypes have not been detected in the images presented in both textbooks with the same title for 10th and 11th grade students in senior high school. The images presented are suitable for students at the senior high school level. Visual has an aesthetic value and aims to bring students to know the various Indonesian culture elements presented in these textbooks. Teachers and students who use books published by PT Grafindo Medika Pratama as a learning resource, this study might help in mapping the type of culture presented in the textbooks.Keywords: Intangible Cultural Heritage, Tangible Cultural Heritage, Natural Heritage, English Textbook

Relative Predictive Validities of MOS and DAT Batteries for Junior High School Students

1965 ◽  
Vol 16 (1) ◽  
pp. 151-155 ◽  
Author(s):  
Peter F. Merenda ◽  
Walter V. Clarke ◽  
Gwendolyn Jacobsen
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
Junior High School Students ◽  
School Level ◽  
Regression Equations ◽  
High School Level ◽  
School Students

The MOS Battery of 8 tests was administered to a sample of junior high school students along with the DAT Battery also consisting of 8 tests. The test-taking time for the MOS Battery is 42 min.; for the DAT Battery, it is 186 min. Multiple regression equations and multiple correlation coefficients were calculated for both batteries in predicting the final marks in Grades 8 and 9 of 88 male and 65 female students. The results, which were similar to those obtained in an earlier study conducted at the senior high school level, revealed that both batteries are essentially equally valid predictors of success in the basic academic courses of English, Mathematics, Science, and Social Studies. A difference in the results for the junior high school samples and senior high school samples of the previous investigation was noted in that memory for facts as measured by the MOS Memory Test and knowledge of good English Usage as measured by the DAT Sentence Test appear to influence the final grades of junior high school students more than they do those of the senior high school students.

scholarly journals Improving Senior High School Students Learning Autonomy through Generative Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 84
Author(s):  
Nahor Murani Hutapea
Keyword(s):  
High School ◽  
High School Students ◽  
Research Result ◽  
Senior High School ◽  
School Level ◽  
Control Group ◽  
Generative Learning ◽  
High School Level ◽  
School Students ◽  
Control Group Design

Autonomy in learning is an ability required by each individual to cope all life challenges. A person with higher learning autonomy could study better and is capable of observing, evaluating and managing his study effectively and efficiently, and saving the time to accomplish given tasks. However, students’ learning autonomy (SLA) has in fact not yet well-developed up to senior high school level. Generative learning (GL) is considered able to elicit the development of SLA. This research aims to examine students’ autonomy in learning through the implementation of GL. The type of this research is quasi experiment with pretest and posttest control group design. The research used a set of learning autonomy scales as its instrument. The research result shows that GL could better enhance SLA compared to conventional learning; perceived from a whole: 0.58 > 0.51, perceived from the school category: 0.65 > 0.58 (superior), 0.57 > 0.51 (moderate), 0.51 > 0.44 (low) and students’ early mathematics skill (EMS): 0.74 > 0.69 (high), 0.60 > 0.54 (medium), 0.35 > 0.31 (low). Both control and experimental classes have moderate learning autonomy improvement. Meanwhile, in terms of EMS, those obtaining GL treatment improved moderately, and the control class has a poor increase.

scholarly journals Perbedaan Status Anemia Gizi Besi Remaja Putri yang Bersekolah di SMA Program dan Non-Program Suplementasi Tablet Tambah Darah

2019 ◽  
Vol 1 (1) ◽  
pp. 30-34
Author(s):  
Antun Rahmadi
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
General Purpose ◽  
The State ◽  
School Level ◽  
Iron Nutrition ◽  
High School Level ◽  
School Students ◽  
Significant Difference

The results of Riskesdas in 2013 showed that the incidence of anemia in young women was still high at 22.7%. One of the efforts made by the Indonesian government in overcoming the problem of anemia in young women is by distributing iron supplementation tablets (TTD) to school girls. The TTD supplementation program for young women currently does not cover all educational institutions at the junior or senior high school level. This raises the question of whether there are differences in anemia status between schools that have implemented TTD supplementation programs and schools that have not implemented them. The general purpose of this study was to determine the anemia status of iron nutrition in high school students. The specific objectives of the study were to 1) assess the state of anemia in high school students with TTD supplementation program, 2) determine the status of anemia in high school students with non-TTD supplementation program and 3) find out the difference in the state of anemia between both high school students. The sample of this study was taken randomly from two schools in Bandar Lampung, namely SMK 1 as many as 75 people and Al-Azhar High School as many as 72 people. Data processing is carried out with the computer, and a different test is carried out by testing the kai quadratic statistics. The results showed that the incidence of anemia at SMK 1 was 24.0% while at Al-Azhar High School was 43.1%. There was a significant difference between the prevalence of anemia at SMK 1 Al-Azhar High School with a value of p = 0.023. The Health Service is expected to expand the coverage of the TTD program to schools that have not been covered by the TTD supplementation program. The school can participate in providing self-help TTD.

The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level

2018 ◽  
Vol 3 (2) ◽  
pp. 18-28
Author(s):  
Najim Ussiph ◽  
Hamidu Kwame Seidu
Keyword(s):  
High School ◽  
Research Work ◽  
Instructional Method ◽  
Senior High School ◽  
School Level ◽  
Eastern Region ◽  
3D Animation ◽  
High School Level ◽  
Significant Difference ◽  
The Impact

A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

scholarly journals The Role of Parents in Increasing Economic Learning Motivation during Pandemic Period for Senior High School Students

2021 ◽  
Vol 8 (8) ◽  
pp. 468-477
Author(s):  
Siti Hariyanti ◽  
Elis Irmayanti ◽  
Eunike Rose Mita Lukiani
Keyword(s):  
High School ◽  
High School Students ◽  
Role Model ◽  
Senior High School ◽  
Learning Motivation ◽  
School Level ◽  
Motivation To Learn ◽  
School Students ◽  
Role Of Parents

This research was conducted based on the results of researchers' observations about the role of parents in increasing children's economic learning motivation during the pandemic for senior high school level students in Bajulan Village, Loceret District, Nganjuk Regency. The purpose of this study was to determine the role of parents in increasing motivation to learn economics during the pandemic for senior high school education level students. The researcher used a qualitative approach with field research methods, especially descriptive types with the research subjects were parents and high school students who took economics subjects. The research was carried out using observation, interview and documentation techniques. The results showed that the role of parents in increasing children's learning motivation were 1) parents as children's facilitators, the form of facilities provided by parents to students were providing Wi-Fi, cellphones, study tables and money allocated for internet quotas, 2) parents as motivators for students, the form of motivation given by parents to students in the form of advice and warnings, and 3) parents as guide, the form of guidance given by parents to students was role model. Based on data analysis, it can be concluded that the role of parents in increasing motivation to learn economics is quite good. It can be seen from observations and interviews that the role of parents has been well realized by parents. Keywords: The Role of Parents, Motivation, Learning Economics, Pandemic Period.

scholarly journals Parenting Styles and Classroom Social Interaction among Senior High School Students

2021 ◽  
Vol 14 ◽  
Author(s):  
Norman Mark A. Ramento
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interaction ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Senior High School ◽  
P Value ◽  
School Students ◽  
Senior High School Students

The purpose of quantitative correlational study was to determine the relationship between demographic profile, the parenting styles, and classroom social interaction of the respondents. This study included 209 senior high school students of Quinapondan National High School. The respondents accomplished the questionnaire pertaining to assess parenting style and classroom social interaction of the respondents. Quantitative data analysis methods were used including mean, frequency count and percentage as well as correlational analysis. Age has no significant relationship with the parenting styles. It reflects an index of correlation at .137 and p-value .270. Sex also shows no correlation with the parenting styles. It has an index of correlation .068 and p-value .033. Grade level shows no significant relationship with the parenting styles.  There is an index of correlation of .027 and p-value of .694. Strand shows no significant relationship with the parenting style. There is an index of correlation of .137 and p-value of .141. Family income has a low correlation with the parenting style but has no significance with the index of correlation of .223 and p-value of .141. Lastly, educational attainment of parents has also a low correlation and has significance with the parenting styles in the index of correlation of .241 and p-value of .016.

scholarly journals Teaching Chemistry Based on the Stimulus Equivalence Model

2018 ◽  
Vol 28 ◽  
Author(s):  
Marcelo de Abreu César ◽  
Melania Moroz
Keyword(s):  
High School ◽  
High School Students ◽  
Stimulus Equivalence ◽  
Chemical Elements ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Conditional Relations ◽  
Equivalence Model ◽  
Almost All

Abstract This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

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