scholarly journals PENERAPAN MEDIA PEMBELAJARAN VISUAL GUNA MENAMBAH KECAKAPAN BERPENDAPAT SIMBOLIS PADA ANAK KELOMPOK BPENERAPAN MEDIA PEMBELAJARAN VISUAL GUNA MENAMBAH KECAKAPAN BERPENDAPAT SIMBOLIS PADA ANAK KELOMPOK B

2019 ◽  
Vol 2 (5) ◽  
pp. 181
Author(s):  
Robbiyah Robbiyah ◽  
Lenny Nuraeni
Keyword(s):  
Early Childhood ◽  
Visual Learning ◽  
Visual Media ◽  
Test Analysis ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Symbolic Thinking ◽  
Teachers And Parents ◽  
The Impact ◽  
Experimental Group

In the process of playing children in early childhood education institutions, of course, various media are needed to support the activity process. One who develops the development of symbolic thinking influences children's intelligence, where children can recognize, announce, present and differentiate symbols of letters, numbers, and images. The purpose of this research is to be able to know the impact of the use of visual media in improving the ability to think symbolically in early childhood. A letter, picture and number cards are learning media that use visual or the five senses of vision. 
Symbolic development in children is of course very influenced by the pattern of learning activities while playing in children, the extent to which the success of learning given gets encouragement from adults, both teachers and parents at home. Each teacher has his teaching approach technique so that children want and enthusiasm for learning. The method used is a quasi-experimental research method using statistical test analysis. Based on the results of the study, the results before treatment were 20,76923, whereas after treatment in the experimental group the results were 33,30769. The data obtained from the study is that the process of playing with visual media in the form of letter cards, numbers, and images given by the teacher for the learning process is a visual learning pattern in developing the symbolic thinking ability of early childhood.Dalam proses bermain anak di lembaga pendidikan anak usia dini tentu memerlukan berbagai media untuk menunjang proses kegiatan tersebut. Salah satunya adalah mengembangkan perkembangan berpikir simbolis memiliki pengaruh terhadap kecerdasan kognitif anak, dimana anak dapat mengenal, menyebutkan, mempresentasikan dan membedakan lambang-lambang huruf, angka dan gambar. Tujuan penelitian dalam ini adalah untuk bisa mengetahui dampak penggunanan media visual dalam meningkatkan kemampuan berpikir simbolis pada anak usia dini. Kartu huruf, gambar dan angka adalah media pembelajaran yang pemakaiannya menggunakan visual atau panca indera penglihatan. Perkembangan simbolik pada anak tentu sangat dipengaruhi oleh pola kegiatan belajar seraya bermain pada anak, sejauh mana keberhasilan pembelajaran yang diberikan mendapat dorongan dari orang dewasa, baik guru dan orang tua di rumah. Setiap guru mempunyai teknik pendekatan mengajar tersendiri agar anak mau dan semangat untuk belajar. Metode yang dipakai adalah metode penelitian quasi eksperimen dengan menggunakan analisis uji statistik. Berdasarkan hasil penelitian diperoleh hasil sebelum treatmen adalah 20,76923, sedangkan setelah dilakukan treatmen pada kelompok eksperimen hasilnya adalah 33,30769. Data yang didapat dari penelitian adalah bahwa proses bermain dengan media  visual berupa kartu huruf,angka dan gambar yang diberikan guru untuk proses pembelajaran merupakan pola pembelajaran visual dalam mengembangkan kemampuan berpikir simbolis anak usia dini.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

scholarly journals The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan

2019 ◽  
Vol 3 (17) ◽  
Author(s):  
Somaya Mohammed Al- Bardini
Keyword(s):  
Experimental Approach ◽  
Teaching Strategy ◽  
Islamic Education ◽  
Analysis Of Covariance ◽  
Reciprocal Teaching ◽  
Seventh Grade ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of Achievement. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with reciprocal Teaching Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test- t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the reciprocal Teaching Strategy, in developing the Acquiring Concepts in Islamic , of Learning Islamic Education Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the posttest of the reciprocal Teaching Strategy (in developing the Academic achievement The study recommended introducing the reciprocal Teaching Strategy in the teaching of Islamic Education Course, and conducting other similar studies in different educational stages.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals The Effect of Comparative FonF Structure on Learning L2 Verb Components

2018 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Gholam Reza Parvizi
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Control Group ◽  
Perfect Form ◽  
Quasi Experimental ◽  
Grammatical Judgment ◽  
L1 And L2 ◽  
The Impact ◽  
Experimental Group

This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.

scholarly journals The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School

2017 ◽  
Vol 19 (1) ◽  
pp. 89 ◽  
Author(s):  
César Augusto Castillo Losada ◽  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Qualitative Research Design ◽  
Language School ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This article reports on a study carried out in a foreign language school at a Colombian public university. Its main purpose was to analyze the extent to which the use of authentic materials and tasks contributes to the enhancement of the communicative competence on an A2 level English course. A mixed study composed of a quasi-experimental and a descriptive-qualitative research design was implemented by means of a pre-test, a post-test, observations, semi-structured interviews, surveys, and diaries. The findings showed that the use of authentic materials and tasks, within the framework of a pedagogical project, had an impact on students’ communicative competence progress and on the teaching practices of the experimental group teacher.

scholarly journals KEMAMPUAN BERPIKIR SIMBOLIK ANAK USIA DINI PADA USIA 5 – 6 TAHUN

2019 ◽  
Vol 2 (6) ◽  
pp. 286
Author(s):  
Hasni Nursyamsiah ◽  
Teni Puja Cendana ◽  
Euis Eti Rohaeti ◽  
Syah Khalif Alam
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Rapid Growth ◽  
Growth And Development ◽  
Assessment Scale ◽  
Numerical Scale ◽  
Thinking Ability ◽  
Symbolic Thinking ◽  
Group B ◽  
Descriptive Qualitative

Early childhood is an individual figure who is experiencing rapid growth and development, at this time the need for proper stimulation so that children can develop all aspects of their development optimally. One aspects that needs to be developed in early childhood is cognitive aspects with in the scope of symbolic thinking. This is because the ability of symbolic thinking can develop the mental world of children.This study aims to analyze the ability of symbolic thinking of young childhood at the age of 5-6 years. The instrument of this study was in the form of observation sheet about the ability to think symbolically, in the form of a checklist of developmental achievement scales based on an assessment scale using the numerical scale 1-4. The method used is descriptive qualitative. The subjects in this study was the children of group B. The results showed that the symbolic thinking ability of group B children reached 38.5% of the minimum percentage of 77%. This shows that the symbolic thinking ability of group B children in RA is still low. This results form the basis for researchers to conduct further research on the ability of symbolic thinking of young children in group B.Anak usia dini adalah sosok individu yang sedang mengalami pertumbuhan dan perkembangan yang sangat pesat, pada masa ini perlu adanya stimulasi yang tepat agar anak dapat mengembangkan seluruh aspek perkembangannya secara optimal. Salah satu aspek yang perlu dikembangkan pada anak usia dini adalah aspek kognitif dalam lingkup berpikir simbolik. Hal ini dikarenakan kemampuan berpikir simbolik dapat mengembangkan dunia mental anak. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir simbolik anak usia dini pada usia 5 – 6 tahun. Instumen dari penelitian ini berbentuk lembar observasi mengenai kemampuan berpikir simbolik, berbentuk ceklis skala capaian perkembangan yang disusun berdasarkan skala penilaian dengan menggunakan skala numerik 1-4. Metode yang digunakan adalah deskriptif kualitatif. Subjek dalam penelitian ini adalah anak – anak kelompok B. Hasil penelitian menunjukkan bahwa kemampuan berpikir simbolik anak kelompok B mencapai 38,5 % dari persentase minimal 77%. Hal ini menunjukkan bahwa kemampuan berpikir simbolik anak kelompok B masih rendah. Hasil ini menjadi dasar bagi peneliti untuk melakukan penelitian lanjutan mengenai kemampuan berpikir simbolik anak usia dini pada kelompok B.

scholarly journals Pedagogical Consolidation of Pupil-Athletes’ Knowledge of Humanities

2021 ◽  
Vol 13 (1) ◽  
pp. 168-187 ◽  
Author(s):  
Maryna Komogorova ◽  
Borys Maksymchuk ◽  
Olena Bernatska ◽  
Svitlana Lukianchuk ◽  
Iryna Gerasymova ◽  
...  
Keyword(s):  
Control Group ◽  
Life Meaning ◽  
Self Assessment ◽  
Active Life ◽  
Universal Values ◽  
Overall Performance ◽  
Teachers And Parents ◽  
The Impact ◽  
Experimental Group ◽  
Material Tests

There appears to be the need to consolidate pupil-athletes’ knowledge of humanities (Ukrainian History, English, Ukrainian, Ukrainian literature), which greatly affect their emotional and value attitude towards the surrounding world, promote active life position and widen outlook, develop reading, linguistic and speech culture, enhance understanding of life meaning through the assimilation of ideals, universal values, norms of morality and patterns in behaviour culture. The research aims to disclose the impact of the developed system of assignments on the consolidation of knowledge of humanities in pupil-athletes in the process of training. The pedagogical experiment was conducted in Ukrainian comprehensive schools (142 participants in the experimental group and 150 participants in the control group). The diagnostic toolset includes questionnaires for identifying cognitive interest of pupils in humanities, questionnaires for teachers and parents, tests for identifying abilities to observe, concentrate attention, memorize and apply the content of educational material, tests for studying types of memory, methods of adolescents’ self-assessment, methods of unfinished sentences, notes, reading diaries, compositions. Thus, the indicator of creative nature in acquiring knowledge of humanities has increased (+ 19,1%) in the experimental group. Analyzing the results from the experiment, one can conclude that the designed system of assignments aimed at consolidating pupil-athletes’ knowledge of humanities has contributed to increasing the levels of their overall performance, responsibility and discipline.

scholarly journals The Influences of Audio Visual Media And Vocabulary Mastery towards English Learning Achievement of EFL Students

2020 ◽  
Vol 7 (1) ◽  
pp. 57-65
Author(s):  
Tubagus Zam Zam Al Arif
Keyword(s):  
Visual Media ◽  
Achievement Test ◽  
P Value ◽  
Colleges Of Education ◽  
Learning Achievement ◽  
Before And After ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact ◽  
Test Result

This study was an attempt to determine the impact of interaction between teaching media and vocabulary mastery towards students’ learning achievement in colleges of education at Jambi University. This is a quasi-experimental study with nonequivalent control and experimental group design. Based on the test for normality, homogeneity, and analysis of variance to the data students’ achievement score of experiment class can be concluded that, there are significant differences of learners’ achievement between before and after treatment in experimental class using audio-visual media. Then, there are significant differences between the learners’ vocabulary mastery on their learning achievement. The result of this study showed; 1. There is a significant effect between teaching media toward learners’ achievement. Test result obtained that p-value 0,015 (<0,05) 2. Vocabulary mastery gave the significant effect to the learners’ achievement. Test result obtained that p-value for vocabulary mastery is 0,000 (<0,05). 3. There is no interaction influence between the teaching media and vocabulary mastery towards learners’ achievement. Test result retrieved that p-value is 0,948 (>0,05).

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