scholarly journals Focused Written Feedback on Developing Quality Bachelor’s Thesis Proposal

2020 ◽  
Vol 5 (2) ◽  
pp. 265-274
Author(s):  
Supriyadi Supriyadi ◽  
Muhammad Ridho Kholid
Keyword(s):  
Time Series ◽  
Self Regulation ◽  
Writing Skills ◽  
Written Feedback ◽  
Learning Achievement ◽  
Feed Forward ◽  
Series Design ◽  
Equivalent Time ◽  
Assessment Guidelines ◽  
Process Feedback

The effectiveness of written feedback in learning is a debatable topic that divides opinion. Many researchers claim that written feedback does not have a significant effect on improving students’ learning achievement. However, many other researchers indicate otherwise. This research aimed to analyze the effect of using focused written feedback (FWF) on students’ writing skills. This research sample consisted of 10 students taught through practice to write a bachelor's thesis proposal. This research employed the equivalent time-series design. Observations were employed in a four-time series. There are four models for the implementation of focused written feedback: task feedback (FT), process feedback (FP), self-regulation feedback (FR), and self-feedback (FS). Then, there are three major questions: what are the goals? (Feed-up), what progress is being made toward the goal? (Feedback), what activities need to be undertaken to make better progress? (Feed-forward). The instruments of this study were written feedback assessment guidelines, and rubrics for assessing writing skills. The researchers had checked both instruments. The result showed that students’ writing skills improved the most in the section where they received the most practice. In conclusion, this study contributed to effective written feedback and provided some implications for lectures. 

scholarly journals Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Pedagogika ◽  
2020 ◽  
Vol 139 (3) ◽  
pp. 111-135
Author(s):  
Siti Aimah ◽  
Dwi Rukmini ◽  
Mursid Saleh ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Time Series ◽  
Content Knowledge ◽  
English Teachers ◽  
English Teacher ◽  
Single Group ◽  
Secondary English ◽  
Pedagogical Content ◽  
Series Design ◽  
Equivalent Time ◽  
Before And After

This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.

scholarly journals Pengembangan Model Pembelajaran Sorting Predict-think Discovery untuk Meningkatkan Kemampuan Mengenal Pola

2020 ◽  
Vol 5 (1) ◽  
pp. 303
Author(s):  
Elvira Khori Ulni ◽  
Suparno Suparno
Keyword(s):  
Time Series ◽  
Rank Test ◽  
Wilcoxon Sign Rank Test ◽  
Series Design ◽  
Time Series Design ◽  
Equivalent Time ◽  
Wilcoxon Sign Rank ◽  
Sign Rank Test

Kemampuan mengenal pola merupakan kemampuan dasar yang harus dimiliki anak dalam memahami matematika awal, termasuk pola warna dan bentuk. Penelitian ini bertujuan untuk menghasilkan model pembelajaran sorting predict-think discovery yang layak untuk meningkatkan kemampuan mengenal pola warna dan bentuk anak usia 5-6 tahun, dan mengetahui efektivitasnya dalam meningkatkan kemampuan mengenal pola warna dan bentuk anak usia 5-6 tahun. Penelitian pengembangan mengadaptasi model penelitian pengembangan Borg dan Gall dan uji efektivitas dilakukan dengan equivalent time series design menggunakan uji wilcoxon sign rank test. Hasil penelitian mengungkapkan bahwa model pembelajaran sorting predict-think discovery dinyatakan layak berdasarkan kriteria kelayakan oleh ahli, guru, dan respon anak dengan kategori berkembang sesuai harapan; model pembelajaran sorting predict-think discovery efektif untuk meningkatkan kemampuan mengenal pola warna dan bentuk pada anak usia 5-6 tahun.

scholarly journals Improving Students’ Ability in Classroom Interaction through Everyone Is the Teacher Here

2019 ◽  
Vol 5 (1) ◽  
pp. 24-36
Author(s):  
Nunung Kuswanti
Keyword(s):  
Time Series ◽  
Classroom Interaction ◽  
Wilcoxon Test ◽  
Training And Education ◽  
The Third ◽  
Series Design ◽  
Time Series Design ◽  
Equivalent Time ◽  
First Time

This research is a case study that has been done in October until November 2013. The objective of this research was a group of students at seventh semester at Teacher Training and Education (STKIP) Muhammadiyah Sorong that was consists of five students. The aim of this research was to know whether ‘Everyone is Teacher Here’ is effective to improve students’ ability in classroom interaction.The design of this research was time series design that is equivalent time series design. The data of this research was analyzed through SPSS program that is Wilcoxon Test (nonparametric statistic). The steps of this research were: 1) selecting the participant 2) Measure for the first time 3) Giving the intervention 4) Measure for the second time 5) Giving the intervention 6) Measure for the third time 7) Giving the intervention 8) Measure for the fourth time. The data had gotten then analyzed. Based on the result of data analysis had gotten Asymp. Sig. (2-tailed) 0,0195 for the first and the second test, 0,0205 for the second and the third test and 0,017 for the third and the fourth test in which 0,0195, 0,0205 and 0,017  0,05, means that Ho was refused or Everyone is Teacher Here is effective to improve students’ ability in classroom interaction. In overall also got the result of the first and the fourth test with Asymp. Sig. (2-tailed) = 0,019 0,05, means that Ho was refused.

scholarly journals Konseling Kelompok Gestalt Dengan Reversal Technique Untuk Meningkatkan Pemahaman Tentang Self-Management Dalam Belajar Peserta Didik Kelas VIII di SMP

2017 ◽  
Vol 2 (2) ◽  
pp. 19-25
Author(s):  
Depie Depie ◽  
Mohammad Fatchurahman
Keyword(s):  
Time Series ◽  
Self Management ◽  
Purposive Sampling ◽  
Series Design ◽  
Time Series Design ◽  
Equivalent Time ◽  
Post Test

Tujuan penelitian ini untuk mengetahui tingkat pemahaman tentang self-management dalam belajar pada peserta didik dapat ditingkatkan melalui konseling kelompok Gestalt dengan Reversal Technique. Penelitian ini termasuk dalam jenis penelitian eksperimen. Desain yang digunakan adalah Equivalent Time Series Design dan pola eksperimen yang digunakan adalah pre-test and post-test. Teknik pengambilan sampel menggunakan purposive sampling. Sampel penelitian berjumlah 8 peserta didik terdiri dari 3 peserta didik berkategori rendah dan 5 peserta didik berkategori sedang.. Pada hasil pre-test diperoleh pengelolaan diri peserta didik berada pada kategori rendah dan sedang dengan skor 50-79, dan setelah pemberian treatment berupa layanan konseling kelompok diperoleh hasil post-test pengelolaan diri berada pada kategori tinggi dengan skor 95-108. Hasil penelitian menunjukkan terjadi peningkatan Pengelolaan diri peserta didik. Hasil uji hipotesis Asymp.Sig. (2- tailed) adalah 0,012. Karena nilai Asymp. Sig. ? taraf nyata (a/2 = 0,05) sehingga Ho ditolak

scholarly journals Pengembangan Model Pembelajaran Natural Messy Play sebagai Optimalisasi Kecerdasan Kinestetik Anak

2021 ◽  
Vol 6 (1) ◽  
pp. 410-419
Author(s):  
Aulia Annisa
Keyword(s):  
Time Series ◽  
Research And Development ◽  
Series Design ◽  
Time Series Design ◽  
Equivalent Time

Penelitian ini bertujuan untuk menganalisis, mengembangkan, dan menguji efektifitas dari model pembelajaran Natural Messy Play dalam meningkatkan kecerdasan kinestetik anak usai 4-5 tahun. Penelitian ini menggunakan jenis research and development dengan subjek uji coba sebanyak 120 orang anak usia 4-5 tahun se-Kabupaten Sleman. Pengumpulan data menggunakan teknik observasi, wawancara, dan angket dengan desain equivalent time series design. Efektivitas model pembelajaran Natural Messy Play dianalisis menggunakan uji Kruskal Wallis dengan taraf signifikansi 0,05. Penelitian pengembangan ini memperoleh hasil berupa: (1) Natural Messy Play dinyatakan sebagai sebuah model pembelajaran berdasarkan karakteristik sintaks, system sosial, sistem pendukung, dan peran guru; (2) model pembelajaran Natural Messy Play dinyatakan layak digunakan dengan kategori sangat baik; (3) model pembelajaran Natural Messy Play dinyatakan efektif digunakan sebagai optimalisasi kecerdasan kinestetik anak usia 4-5 tahun se-Kabupaten Sleman berdasarkan analisis Hasil uji statistik Kruskal Wallis yang memperoleh nilai sig. 0,00.

scholarly journals PENERAPAN MODEL THINK TALK WRITE (TTW) PADA PEMBELAJARAN MATEMATIKA UNTUK MEMBANGUN KETERAMPILAN KOLABORATIF SISWA DI KELAS VIII SMP NEGERI 24 BANJARMASIN TAHUN PELAJARAN 2019

2019 ◽  
Vol 7 (2) ◽  
pp. 138
Author(s):  
Akhmad Nabhan ◽  
Chairil Faif Pasani ◽  
Sumartono Sumartono
Keyword(s):  
Time Series ◽  
Mathematics Learning ◽  
Learning Achievement ◽  
Normality Test ◽  
Equivalent Time ◽  
Learning Mathematics ◽  
Regression Test ◽  
Quasi Experimental ◽  
Skills Learning ◽  
Collaborative Skills

Salah satu keterampilan abad 21 yang harus dimiliki siswa adalah keterampilan kolaboratif atau kerjasama. Keterampilan kolaboratif merupakan bentuk partisipasi aktif antara dua orang atau lebih dalam menyelesaikan suatu masalah. Keterampilan ini bisa dibangun melalui pembelajaran matematika dengan menggunakan model pembelajaran Think Talk Write. Penelitiannya bertujuan untuk : (1) membangun keterampilan kolaboratif dan memperbaiki hasil belajar siswa dalam pembelajaran  matematika dengan penerapan model TTW, (2) mengetahui ada atau tidaknya hubungan keterampilan kolaboratif siswa dengan hasil evaluasi siswa. Penelitiannya menggunakan metode quasi eksperiment (eksperimen semu). Penelitiannya berdesain Equivalent time series. Sampel yang digunakan adalah siswa kelas VIIID SMPN 24 Banjarmasin yang sebanyak 29 orang siswa. Teknik pengumpulan data menggunakan observasi dan tes. Data tentang keterampilan kolaboratif diuji menggunakan uji normalitas. Sedangkan, untuk hubungan keterampilan kolaboratif dengan hasil evaluasi siswa memakai tes hubungan (korelasi) sederhana dan tes regresi sederhana. Hasil penelitiannya diketahui bahwa: (1) Penerapan model TTW bisa membangun keterampilan kolaboratif dan membuat hasil evaluasi siswa menjadi lebih baik pada pembelajaran matematika, (2) diperoleh hubungan yang cukup kuat antara keterampilan kolaboratif siswa dengan hasil evaluasi siswa.              Kata Kunci: Model Think Talk Write (TTW), Keterampilan  Kolaboratif, Hasil Belajar Abstract: One of the 21st century skills that students must possess is collaborative skills. Collaborative skills are a form of active participation between two or more people in solving a problem. These skills can be developed through learning mathematics using the Think Talk Write (TTW) learning model. This research aims to: (1) build collaborative skills and improve student’s learning achievement in mathematics learning by implementing the TTW model, (2) knowing whether or not there is a relationship between students' collaborative skills and student’s learning achievement. This research uses the quasi-experimental method. The research design is Equivalent time series. The sample used was 29 grade VIIID students at SMPN 24 Banjarmasin. Data collection techniques used observation and tests. Collaborative skills data are tested using the normality test. Meanwhile, the correlation between collaborative skills and student’s learning achievement were tested using a simple correlation test and a simple regression test. The results of this research are: (1) The implementation of the TTW model can build collaborative skills and make the student’s learning achievement better in mathematics, (2) a fairly strong correlation is obtained between students' collaborative skills and student’s learning achievement. Keywords: Think Talk Write (TTW) Model, Collaborative Skills, Learning Outcomes

The role of parental self-regulation and household chaos in parent-toddler interactions: A time-series study.

2020 ◽  
Author(s):  
Sanne B. Geeraerts ◽  
Joyce Endendijk ◽  
Kirby Deater-Deckard ◽  
Jorg Huijding ◽  
Marike H. F. Deutz ◽  
...  
Keyword(s):  
Time Series ◽  
Self Regulation ◽  
Household Chaos ◽  
Time Series Study ◽  
Series Study

Pengaruh edukasi stunting menggunakan metode brainstorming dan audiovisual terhadap pengetahuan ibu dengan anak stunting

2019 ◽  
Vol 2 (2) ◽  
pp. 141
Author(s):  
Izka Sofiyya Wahyurin ◽  
Arfiyanti Nur Aqmarina ◽  
Hiya Alfi Rahmah ◽  
Ade Uswatun Hasanah ◽  
Christy Nataly Br Silaen
Keyword(s):  
Time Series ◽  
Series Design ◽  
Time Series Design

Latar Belakang: Stunting merupakan kondisi gagal tumbuh untuk mencapai pertumbuhan normal yang diakibatkan oleh status gizi kurang dalam periode waktu lama. Pencegahan serta penanganan stunting dapat dilakukan dengan meningkatkan pengetahuan ibu yang memiliki anak stunting agar tidak berlanjut pada anak selanjutnya. Pemberian edukasi pada ibu dapat dilakukan menggunakan metode brainstorming dan audiovisual. Tujuan: Mengetahui pengaruh pemberian edukasi dengan metode brainstorming dan audiovisual terhadap pengetahuan ibu tentang stunting di Desa Gununglurah, Cilongok, Kabupaten Banyumas. Metode: Desain penelitian adalah quasy experimental with time series design. Subjek penelitian terdiri dari 34 ibu yang memiliki balita stunting. Data pengetahuan ibu mengenai stunting dikumpulkan menggunakan kuesioner pretest dan posttest. Pemberian edukasi gizi mengenai stunting dilakukan dengan metode brainstorming (curah pendapat) menggunakan alat bantu leaflet. Pemberian edukasi gizi mengenai stunting dengan metode audiovisual dilakukan menggunakan film ilustrasi. Hasil: Rerata skor pengetahuan ibu pada saat pretest adalah 6,44±1,65 sedangkan skor pada saat posttest naik menjadi 7,38±1,76. Analisis statistik menggunakan uji beda Wilcoxon menunjukkan adanya perbedaan signifikan antara pengetahuan ibu mengenai stunting pada waktu sebelum dan sesudah dilakukan intervensi (p=0,009). Kesimpulan: Terdapat perbedaan pengetahuan ibu yang signifikan mengenai stunting pada waktu sebelum dan sesudah pemberian edukasi gizi dengan metode brainstorming dan audiovisual. 

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

Analytical Study of Time Series Generation by Feed-Forward Networks

1995 ◽  
Vol 75 (13) ◽  
pp. 2614-2617 ◽  
Author(s):  
I. Kanter ◽  
D. A. Kessler ◽  
A. Priel ◽  
E. Eisenstein
Keyword(s):  
Time Series ◽  
Analytical Study ◽  
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