The Perception Level of Thinking Models in General and Vocational Education

2021 ◽  
Vol 39 (10) ◽  
Author(s):  
Sutrisno Sutrisno ◽  
Antelas Eka Winahyo ◽  
Ahmad Dardiri ◽  
Affero Ismail ◽  
Mohd Imran Harun
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
Significant Proportion ◽  
Substantial Proportion ◽  
Vocational High School ◽  
Complete Model ◽  
Incomplete Model ◽  
Level Of Thinking

The revised Bloom’s taxonomy consists of six level which are remember (C1), understand (C2), apply (C3), analyze (C4), evaluate (C5) and create (C6). Every level of qualification sometimes applies different level of taxonomy, either complete model (C1 to C6) or incomplete model (C1 to C3, C2 to C4, C4 to C6). Thus, this research aimed to find the proportion of the complete and incomplete level of thinking models and their suitability in primary and secondary education. This research was a descriptive research using the ex-post facto approach. from six Educational Institutions for Educators in Java, Indonesia with 82 educational experts. The data was collected using survey questionnaire and was analyzed using descriptive and inferential statistics. The results showed that: (1) for the complete level of thinking model, elementary school covered the C1–C6 level of thinking with the most substantial proportion was C1; in junior high school was C2; and senior/vocational high school was C3; (2) for the incomplete level of thinking, elementary school covered the C1–C3 level of thinking with the most significant proportion was C1; junior high school covered the C1–C4 levels and the most substantial proportion was the C2; and senior/vocational high school included the C1–C5 levels with the most significant portion of the C3; (3) the suitable level of thinking was the complete model whereas the current practice referred to the incomplete model.

Effect of Engineering Education by Science Classroom for High School, Junior High School and Elementary School Students

2010 ◽  
Vol 130 (1) ◽  
pp. 95-102 ◽  
Author(s):  
Kazuto Yukita ◽  
Tokimasa Goto ◽  
Katsunori Mizuno ◽  
Hiroyuki Nakano ◽  
Katsuhiro Ichiyanagi ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Engineering Education ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Science Classroom ◽  
School Students

scholarly journals THE EFFECT OF DRILLING TOWARD STUDENTS VOCABULLARY IN SIDOMUKTI VILLAGE GRESIK

2021 ◽  
Vol 3 (1) ◽  
pp. 697
Author(s):  
Gadis Dinda Finissha ◽  
Nisa Fitri Amalia ◽  
Slamet Asari ◽  
Andi Rahmad Rahim ◽  
Sukaris Sukaris ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Research Method ◽  
Junior High ◽  
Second Grade ◽  
Classroom Activity ◽  
Drilling Method ◽  
Post Test ◽  
The One

The aims of this study to know student vocabulary through drill vocabulary on second grade Elementary school in Sidomukti village, Kebomas Gresik. The participant from Elementary School until Junior high school and the enthusiastic of participant is good around 25-30 in every meeting.  Classroom activity was made fun but still get knowledge through game and material worksheet based on topic. Then drilling  method that is applied in the classroom, students not only listen theory but try to answer question in worksheet. Researcher want to make more relaxed learning atmosphere in every meeting in order to student did not bored, researcher try to guide student from worksheet to increase their  vocabulary. Vocabulary is the one of focus in this learning, their ability in vocabulary is variative because they are from different level Elementary School and Junior High School. Every meeting we try to drill their vocabulary so we hope their vocabulary increase step by step. We try to drill their vocabulary in every meeting to recognize some of vocabulary related with the material and  also try  to make student motivated for answer the question. This research method using pre-test and post-test for retrieve data .The result from this learning is participant happy and enjoy, their vocabulary ability and their vocabulary increase also. 

scholarly journals Keberadaan Badan Akreditasi Provinsi Sekolah/Madrasah (Upaya Meningkatkan Mutu Pendidikan Madrasah Di Provinsi Jambi)

MADRASAH ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
M. Syahran Jailani
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
Educational Institutions ◽  
Islamic School ◽  
Islamic Schools ◽  
Policies And Programs

<span><em>This research is intended to look into the existence of Province Acreditation </em><span><em>for School and Islamic School in Jambi through the policies and programs </em><span><em>executed, include the result of acreditation for islamic school at Ministry </em><span><em>of Religious Affairs in Jambi. The data from Jambi Ministry of Religious </em><span><em>Affairs in 2012 showed that from 538 islamic schools which have been </em><span><em>acreditated, ie:(a) 244 Islamic Kindergarten, 169 (7,63%) kindergartens </em><span><em>were acreditated, 75 (28,37%) kindergartens were not acreditated, (b). </em><span><em>263 Islamic Elementary School, 171 (61%) schools were acreditated, 98 </em><span><em>(38,20%) schools were not acreditated, (c) 345 Islamic Junior High School, </em><span><em>158 (44,99 %) schools were acreditated, 187 (55,01%) schools were not </em><span><em>acreditated and (d) 184 Islamic Senior High School, 88 (47,01%) schools</em><br /><span><em>were acreditated and 96 (52,99%) schools were not acreditated. From 1036 </em><span><em>educational institutions, there have been 450 (43,44%) islamic schools </em><span><em>which were acreditated while there were 586 (56,56%) isclamic schools </em><span><em>which were not acreditated. The main problem which happenned was there </em><span><em>were many islamic schools got C in acreditation and even some schools were </em><span><em>not acreditated. It was caused by: (a) socialization, (b) limitted fund, (c) </em><span><em>geographical condition, (d) the low network among islamic schools and (e) </em><span><em>there were many policies which have not been accompanied by commitment </em><span><em>fully.</em><br /><span><strong>Keywords : </strong><span><em>Madrasah/School Acreditation Board, The Quality Of Madrasah Education.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

Characteristics of Eighth-Grade Students Who Initiate Self-care in Elementary and Junior High School

PEDIATRICS ◽  
1990 ◽  
Vol 86 (3) ◽  
pp. 448-454
Author(s):  
Kathleen M. Dwyer ◽  
Jean L. Richardson ◽  
Kathleen L. Danley ◽  
William B. Hansen ◽  
Steven Y. Sussman ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Risk Taking ◽  
Family Conflict ◽  
Odds Ratio ◽  
Junior High ◽  
Self Care ◽  
Increased Risk ◽  
Eighth Grade Students

The purpose of this paper is to examine whether children who care for themselves for longer periods of time are at increased risk of poor grades, truancy, anger, family conflict, stress, risk-taking, and peer influences (in addition to the increased risk of substance use previously reported). Demographic characteristics of eighth-grade students who initiate self-care in junior high school are compared with those initiating self-care in elementary school. Further, increased risks for those initiating self-care in elementary school are examined. Over two thirds of the respondents (67.8%) cared for themselves after school without adult supervision at some time during the week; 23.5% for 1 to 4 hours per week, 15.7% for 5 to 10 hours per week, and 28.6% for 11 or more hours per week. Of those in self-care, 48.5% initiated self-care during elementary school and 51.5% during junior high school. Students who were in the highest category of self-care (≥11 hours per week) vs those in self-care zero hours per week were 1.5 to 2 times as likely to score high on risk-taking, anger, family conflict, and stress, to be more likely to see their friends as their major source of influence, and to attend more parties. The self-reports of academic grades did not differ. The grade of initiation of self-care (elementary vs junior high school) conferred additional risk for drinking alcohol (odds ratio = 1.4), risk-taking tendencies (odds ratio = 1.5), and attending parties (odds ratio = 1.6).

The Development and Learning Effectiveness of a Teaching Module for the Algal Fuel Cell

2012 ◽  
Vol 8 (4) ◽  
pp. 1-15
Author(s):  
Li-Ling Chao ◽  
Yu-Der Wen ◽  
Pin-Chen Chen ◽  
Chung-Chi Lin ◽  
Shu-Hua Lin ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Fuel Cell ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
School Students ◽  
Teaching Module ◽  
Senior High School Students

This study emphasizes student-centered learning principles in developing an algal fuel cell teaching module for a student environmental education program. Using the algal battery, one of the authors (a junior high school science teacher) conducted the teaching module in eight classes, with 67 elementary school students in grade 5, 64 junior high school students in grade 8, and 159 senior high school students in grade 10, respectively. Results from the pre- and post- achievement tests of the algal fuel cell teaching module showed that the average score of elementary school, senior high school, and junior high school students increased by 23.73, 18.09, and 17.42 points, respectively, with a significant difference between post- and pretest scores (p<0.001). The gross average of student responses to the questionnaire was 4.04. The mean score for elementary school students significantly differed (p<0.01) from junior high and senior high school students.

Analyses of interest and recognition of necessity on soil by elementary school pupils and junior high school students based on a questionnaire survey on soil in Japan

2020 ◽  
Author(s):  
Hideaki Hirai ◽  
Mitsuru Toma ◽  
Ikuko Akahane
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Junior High School ◽  
Questionnaire Survey ◽  
Rice Field ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Forest Park

&lt;p&gt;Focusing on the number of the word &amp;#8220;soil&amp;#8221; in the field of science in the national guideline of Japan, it has been decreasing almost every ten years. Also, soil is taught inorganically and organic aspect is not treated in the field of science of the recent curriculum (Hirai et al. 2011). On the other hand, as urbanization is proceeding, people are gathering into city where the places with soil are scarce. Under such circumstances it would be important to analyze an interest and recognition of necessity on soil of elementary school pupils and junior high school students who are engaged with the present educational guideline. Therefore, soil education committee of Japanese Society of Soil Science and Plant Nutrition made a decision to conduct a questionnaire survey on soil in 2015. The questions in the questionnaire are; Q1. Are there places with soil around where you live, such as a rice field, forest, park or garden? Q2. Would you like to have places with soil around where you live? Q3. If you replied that you preferred to have a place with soil, what are your reasons? Q4. If you answered that you preferred not to have places with soil around in Q2, what are your reasons? Q5. In what situations have you touched soil? Q6. Circle all of the functions of soil that you think are useful in the lives of people, animals and plants which you are familiar with. Q7. Would you like to know more about soil? After the questionnaire survey, it was revealed that the questionnaire was answered by 5,396 pupils in the elementary schools and 3,472 students in the junior high schools. The results were partly summarized as follows: 1) The percentage of those who replied &amp;#8220;I would like to have as many as possible&amp;#8221; for Q2 decreased with increasing grade. The highest value was 48.3 % of 1&lt;sup&gt;st&lt;/sup&gt; grader of elementary school, while the lowest was 27.5 % of 3&lt;sup&gt;rd&lt;/sup&gt; grader of junior high school. The recognition of necessity on soil would be decreasing with increasing age. 2) The percentage of those who replied Q5 with &amp;#8220;When working with flower pots&amp;#8221; decreased with increasing grade. The highest value was 71.0 % of 1&lt;sup&gt;st&lt;/sup&gt; grader of the elementary school, while the lowest was 23.1 % of 3&lt;sup&gt;rd&lt;/sup&gt; grader of junior high school. Moreover, almost the same tendency was observed for &amp;#8220;When taking a class at school&amp;#8221;, that is, the highest value was 69.6 % of 1&lt;sup&gt;st&lt;/sup&gt; grader of elementary school, while the lowest was 27.1 of 3&lt;sup&gt;rd&lt;/sup&gt; grader of junior high school. 3) The percentage of those who replied &amp;#8220;I would like to know as much as possible about soil&amp;#8221; for Q7 decreased with increasing age. The highest value was 66.1 % of 2&lt;sup&gt;nd&lt;/sup&gt; grader of elementary school, while the lowest value was 14.5 % of 3&lt;sup&gt;rd&lt;/sup&gt; grader of junior high school.&lt;/p&gt;

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