scholarly journals Role of education towards environmental management: Case study Goma Junior High School DR Congo

JIPSINDO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 76-89
Author(s):  
Bernard Dechy ◽  
Mwisha Chinyhabuuma
Keyword(s):  
High School ◽  
Environmental Management ◽  
Junior High School ◽  
Junior High ◽  
Numerical Data ◽  
Living Environment ◽  
Tree Planting ◽  
Dr Congo ◽  
Problem Solving Skills ◽  
Management Case Study

Research aims to understand the rule of education in Goma Junior High School, to understand the level of environmental management, and relationship between education and environmental management. This research employed a mixed method which is quantitate and qualitative. Technique to gather non-numerical data, the researcher utilized a qualitative data collection approach. The results show that environmental education helps students improve their living, study through tree planting, waste management, good environmental management in the school farm and increase number of environmental management ambassadors in the community. The students have a moderate level of understanding on environmental issues and concerns while the rest of the students either have very good or good in understanding environmental management issues. Moreover, students are at the knowledge and understanding A to A continuum level while the list is in the problem-solving skills level of the A to A continuum phase. Students become more responsible in matters dealing with environmental management such as planting tree, keeping their living environment clean and attractive, and managing waste well. Peranan pendidikan terhadap menejemen lingkungan: Studi kasus Goma Junior High School DR Congo Penelitian ini bertujuan untuk mengetahui bagaimanakah aturan pendidikan di Sekolah Menengah Pertama Goma, untuk memahami sistem pengelolaan lingkungan, dan memahami hubungan antara pendidikan dan pengelolaan lingkungan di Sekolah Menengah Pertama Goma, DR Congo. Penelitian ini menggunakan metode campuran yaitu kuantitatif dan kualitatif. Pengumpulan data nonnumerik menggunakan pendekatan pengumpulan data kualitatif. Hasil penelitian menunjukkan bahwa pendidikan lingkungan membantu siswa meningkatkan taraf hidup, belajar melalui penanaman pohon, pengelolaan sampah, pengelolaan lingkungan yang baik di sekolah pertanian dan meningkatkan jumlah duta pengelolaan lingkungan di masyarakat. Sebagian besar siswa memiliki tingkat pemahaman yang moderat tentang masalah dan masalah lingkungan, sedangkan siswa lainnya memiliki pemahaman yang sangat baik atau baik dalam masalah pengelolaan lingkungan. Siswa berada pada pengetahuan dan pemahaman tingkat kontinum A ke A sedangkan daftar berada pada tingkat keterampilan pemecahan masalah dari tahap kontinum A ke A. Mahasiswa menjadi lebih bertanggung jawab dalam hal-hal yang berhubungan dengan pengelolaan lingkungan seperti penanaman pohon, menjaga lingkungan hidup tetap bersih dan menarik, serta mengelola sampah dengan baik.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

scholarly journals SOCIAL MEDIA INTERDISCIPLINARITY IN MULTIMODALITY OF ARTS AND CULTURE EDUCATION FOR MILLENIALS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Yasinda Widya Fahmi ◽  
Djuli Djatiprambudi ◽  
Warih Handayaningrum
Keyword(s):  
High School ◽  
Social Media ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Interactive Learning ◽  
Culture Learning ◽  
Problem Solving Skills ◽  
Arts And Culture ◽  
Art And Culture

This study aims to explore the problems of art and culture interactive learning at the Junior High School level which belongs to the millennial generation. The focus of the study lies in the interdisciplinary aspect of social media in its delivery in multimodality of arts and culture learning process. Furthermore, to find out about opportunities, challenges, and responses from students about the use of social media in its development as a medium in art and culture interactive learning. The research method uses qualitative-analytic. Data collection used observation techniques which were carried out from January 2020 to June 2020, and questionnaires to 75 art teachers and 500 Junior High School students who were taken randomly, with spatial boundaries in Surabaya, East Java. The results showed that the learning involvement experienced by students had complexity and multimodality, including collaborative work, observing and evaluating each other's work, and involvement in finding, identifying, and exploring trends related to delivery in social media as a medium for art and culture learning process. Furthermore, it's able to motivate students to be more actively involved in learning with a sense of joy; positioning artwork with others on social media; increase the contextual and conceptual understanding in the material of art and culture and apply it as a process of actualizing students' aesthetic skills; and improve critical thinking and problem-solving skills.

scholarly journals Analysis of the Ability of Junior High School Students to Solve the Physics Problems in Various Forms of Problem Representations

2020 ◽  
Vol 8 (1) ◽  
pp. 9
Author(s):  
I Wayan Gede Sutirta ◽  
Muslimin Muslimin ◽  
Marungkil Pasaribu
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Problem Representation ◽  
School Students ◽  
Problem Solving Skills ◽  
Physics Problems

This research is a descriptive study with a qualitative approach, which aims to describe the ability of junior high school students to solve physics problems in various forms of problem representation. The subjects in this study were the IX grade junior high school students in six Palu city schools. Respondents for interviews in the study amounted to 4 people for each form of problem representation, with the criteria of students who answered right, students who answered ± 50% correct, students who answered incorrectly, and who did not answer. The instrument used was a test of problem solving skills and interviews. The data obtained were analyzed qualitatively including data reduction, presenting data and verification while descriptive analysis was performed by calculating the total score, calculating the percentage and categorizing problem solving abilities. The results obtained by the average ability of junior high school students to solve physics problems in various forms of problem representation 21.86% (less category), with the percentage of each form of representation ie verbal representation 36.09% (less category), image/picture representation 23.78% (less category), diagram representation 19.47% (poor category) and graphic representation 8.10% (poor category).

scholarly journals Problem Solving Skill Science on Junior High School for Different Academic

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Arini Dwi Larasatining Retnowati ◽  
Suratno Suratno ◽  
Yushardi Yushardi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Learning Science ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
Education Today ◽  
The Difference ◽  
And Training

The rapid of education today requires empowerment skills to construct a science, one of the ways is adapting and training in a skill of problem-solving to face more advanced through learning and teaching materials. The purpose of this research is to know the difference skill of problem-solving based on learning science in junior high school in the different academic. Collecting data using rubric problem-solving skill given to students with academic distinction on April. The instrument of this research is a rubric problem-solving skill validated by the experts. The data were analysed with descriptive quantitative using Microsoft Exel. The result of data analysis of this research, there are some differences in problem-solving skills science of a junior high school of difference academic. A student who got the high score in academic tends to have better problem-solving skills.

Problem Solving for the Junior High School

1982 ◽  
Vol 29 (6) ◽  
pp. 20-24
Author(s):  
Evan M. Maletsky
Keyword(s):  
High School ◽  
Problem Solving ◽  
Instructional Strategies ◽  
Junior High School ◽  
Junior High ◽  
Problem Solving Skills ◽  
School Classroom ◽  
High School Classroom ◽  
Good Problem

Problem solving is solving problems. To develop problem-solving skills, students need to solve many problems on their own. But they also need to see good problem-solving techniques illustrated by you, the teacher. In this article, four specific problems are presented, discussed, and extended to illustrate how diverse instructional strategies, materials, and resources can be used in the junior high school classroom to develop these skills.

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