scholarly journals Implementation of Assessment Techniques at TK Pratama Kids Sukabumi Bandar Lampung

2021 ◽  
Vol 1 (1) ◽  
pp. 21-30
Author(s):  
Lina Mauliana ◽  
Heny Wulandari ◽  
Agus Jatmiko
Keyword(s):  
Qualitative Research ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Daily Basis ◽  
Assessment Tools ◽  
Assessment Technique ◽  
Children’S Learning ◽  
Assessment Techniques ◽  
Assessment Procedures ◽  
Children's Learning

Assessment is for collecting, reporting, gathering information about student learning outcomes. In conducting the assessment, there are appropriate techniques for measuring child development. This research is a descriptive qualitative research involving teachers. Data were analyzed qualitatively by collecting data, displaying data and drawing conclusions. The conclusions obtained from several assessment techniques studied were based on a combination of several theories, the results showed that several assessment techniques had been fulfilled, including: the observation assessment technique for children's learning outcomes. however, there are also assessment techniques that are not carried out by teachers on a daily basis, such as the absence of anecdotal notes, children's development scales, and assessment of portfolios. Some of the assessment procedures carried out are formulating or defining activities, preparing assessment tools or techniques, define the assessment criteria, and determine the value. However, there is one procedure that has not been fulfilled, namely collecting data, educators are lacking in collecting data on children's learning outcomes. The principles of assessment in TK Pratama Kids Sukabumi Bandar Lamoung, the teacher have carried out the principles of assessment such as carrying out a thorough, sustainable, oriented, objective, educating and sustainable way. However, there are several principles of assessment that have not been maximized, namely being objective when assessing students.  

scholarly journals Pengaruh Perhatian Orang Tua terhadap Hasil Belajar PAI Siswa Kelas VII:

2021 ◽  
Vol 3 (1) ◽  
pp. 81-101
Author(s):  
Arman Paramansyah ◽  
Ade Irvi Nurul Husna ◽  
Ernawati Ernawati
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Islamic Education ◽  
Average Value ◽  
Children’S Learning ◽  
Children's Learning

This research was conducted to answer the problem, first, how is the level of parental attention to learning outcomes. second, how are the student learning outcomes in Islamic Education subjects, research uses descriptive quantitative, namely the method used to research on certain populations and samples, data collection uses research instruments, data analysis is quantitative / statistical, with the aim of testing predetermined hypotheses. The results of the analysis on parental attention to learning outcomes, it can be concluded that parental attention has a positive and significant effect on learning outcomes, amounting to 0.507. And learning outcomes are perceived as Good (B) with an average value of 4.02. The most dominant indicator of learning outcomes is (Report) with an average value of 4.14, which means that there is a positive and significant influence between parents' attention to learning outcomes. Based on these findings, it is suggested that schools pay more attention to parents by always paying attention to their parents. socializing to urge parents to be able to continue and increase their attention to children's learning activities, both in terms of providing guidance, advice, encouragement, supervision, and equipment for children's learning facilities, as well as fostering a harmonious relationship with their children, so that children will be motivated and able to improve learning outcomes  

scholarly journals Pedagogy and Student Learning Outcomes in Elementary Schools in Rural India: A Quasi-Experimental Approach

2021 ◽  
Vol 10 (1-2) ◽  
pp. 1-16
Author(s):  
Atrayee Ghosh Roy
Keyword(s):  
Propensity Score ◽  
Propensity Score Matching ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Difference In Differences ◽  
Children’S Learning ◽  
The Difference ◽  
The Impact ◽  
Children's Learning

Abstract The purpose of this paper is to explore the impact of effective teaching methods on learning outcomes in elementary schools in rural India. Particularly, this paper studies an innovative learning enhancement program called “Parrho Punjab” launched in 2007 in the Indian state of Punjab. Using cross-sectional data, the effect of the “Parrho Punjab” program on third to fifth grade children’s learning levels in basic mathematics is evaluated. This study develops combined research designs of propensity score matching technique and the difference-in-differences (DID) method. In a first step, propensity score matching technique is applied to create a synthetic control group that is as similar as possible to the treatment group in terms of pre- “Parrho Punjab” characteristics. The difference-in-differences approach is then used to estimate the effect of the program on third to fifth grade children’s learning outcomes in basic mathematics. The results indicate a positive and significant effect of the program on children’s learning outcomes in basic mathematics, underscoring the importance of effective pedagogy in enhancing learning outcomes. Combining propensity score matching with the difference-in-differences approach, this study addresses the problem of unmeasured confounding. The DID approach will produce misleading conclusions in the presence of bias due to unmeasured confounders. To the best of my knowledge, previous studies using a DID method for examining the impact of effective teaching strategies on student learning outcomes in India have not made such attempts to address the problem of confounding bias.

scholarly journals Peningkatan Kemampuan Mengenal Lambang Bilangan 1-10 Melalui Penggunaan Media Buah Puzzle Angka Pada Kelompok A Di Raudlatul Athfal Babussalam, Krian, Sidoarjo

2019 ◽  
Vol 1 (1) ◽  
pp. 37-49
Author(s):  
Alfiatul Izzati Irawan
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Student Activities ◽  
Children’S Learning ◽  
Group A ◽  
Age Range ◽  
Planning Action ◽  
Children's Learning

This research was motivated by the ability to recognize symbols number 1-10 at low Raudlatul Athfal Babussalam. This is evidenced by student learning outcomes that show 78.26% of children do not know the symbol number 1-10 in the age range 4-5 years. This study aims to determine the learning process of recognizing the symbol numbers 1-10 in Group A at Raudlatul Athfal Babussalam, Krian, Sidoarjo by using Puzzle number media. As well as to find out the ability to recognize the symbol numbers 1-10 in Group A at Raudlatul Athfal Babussalam, Krian, Sidoarjo through the use of Puzzle numbers. The method used in this study is classroom action research with Kurt Lewin's model. This research was from Pre Cycle, Cycle I, Cycle II, and Cycle III. In Cycle I, Cycle II, and Cycle III consists of four stages, namely planning, action, observation, and reflection. The subjects of this study were students of Raudlatul Athfal Group A1 Age 4-5 years with 23 children. The research results are as follows: 1) Learning by using Puzzle fruit media numbers can run well in each cycle. This can be seen from the observations of teacher and student activities. The results of teacher activity in the first cycle reached 78.6%, (enough) 83.4% cycle II (sufficient), and 92.8% (good) cycle III. While the results of observations of student activities in the first cycle reached 76.2% (enough), cycle II 83.4% (enough), and cycle III 94.04% (very good). 2) There is an increase in the ability to recognize the symbol number 1-10 after the use of media numbers Puzzle numbers. This can be seen from the results of children's learning completeness at the first cycle stage 39.2% (Not Developed) with an average of 50.35 (enough), cycle II results of 60.9% (Starting to Grow) with the average learning outcomes of children 68.09 (enough), and cycle III results of 91.4% of children's learning outcomes (Very Good Developing) with an average of 82.9 (good). The increase in cycle III occurs when the use of fruit puzzle media is accompanied by singing method while writing numbers. Children will get the experience of writing numbers concretely through the song "numbers". So that in this case the child memorizes the form from the symbol number 1 to 10

Household's use of cooking gas and Children's learning outcomes in rural Ghana

2021 ◽  
pp. 105617
Author(s):  
Raymond Boadi Frempong ◽  
Emmanuel Orkoh ◽  
Raymond Elikplim Kofinti
Keyword(s):  
Learning Outcomes ◽  
Rural Ghana ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals AN EXAMPLE OF ABET ACCREDITATION PRACTICE OF MECHANICAL ENGINEERING PROGRAM AT UAE UNIVERSITY

2019 ◽  
Vol 7 (8) ◽  
pp. 387-401
Author(s):  
Emad Elnajjar ◽  
S.-A.B. Al Omari ◽  
Farag Omar ◽  
Mohamed YE. Selim ◽  
AHI Mourad
Keyword(s):  
Learning Outcomes ◽  
United Arab Emirates ◽  
Mechanical Engineering ◽  
Student Learning Outcomes ◽  
Assessment Tools ◽  
Indirect Assessment ◽  
Engineering Program ◽  
Engineering And Technology ◽  
United Arab Emirates University

This paper focuses on the Mechanical Engineering Program (MEP) at United Arab Emirates University (UAEU) as a case study in terms of consistent accreditation by the internationally recognized Accreditation Board for Engineering and Technology, Inc. (ABET), where significant proportions of the study give attention towards the recent records of accreditation; granted in 2016. The paper describes the program educational objectives (PEOs), the student learning outcomes (SOs), and the curriculum, direct and indirect assessment tools of the SOs and it’s mapping to the PEO, and the level of attainment achieved is addressed through a case study example.

scholarly journals Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

2016 ◽  
Vol 11 (2) ◽  
pp. 9 ◽  
Author(s):  
Donna Harp Ziegenfuss ◽  
Stephen Borrelli
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Interview Data ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Institutional Contexts ◽  
Student Learning Assessment

Objectives – The purpose of this collaborative qualitative research project, initiated by the Greater Western Library Alliance (GWLA), was to explore how librarians were involved in the designing, implementing, assessing, and disseminating student learning outcomes (SLOs) in GWLA member academic libraries. The original objective of the research was to identify library evaluation/assessment practices at the different libraries to share and discuss by consortia members at a GWLA-sponsored Student Learning Assessment Symposium in 2013. However, findings raised new questions and areas to explore beyond student learning assessment, and additional research was continued by two of the GWLA collaborators after the Symposium. The purpose of this second phase of research was to explore the intersection of library and institutional contexts and academic library assessment practices. Methods – This qualitative research study involved a survey of librarians at 23 GWLA member libraries, about student learning assessment practices at their institutions. Twenty follow-up interviews were also conducted to further describe and detail the assessment practices identified in the survey. Librarians with expertise in library instruction, assessment, and evaluation, either volunteered or were designated by their Dean or Director, to respond to the survey and participate in the interviews. Interview data were analyzed by seven librarians, across six different GWLA libraries, using constant comparison methods (Strauss & Corbin, 2014). Emerging themes were used to plan a GWLA member Symposium. Based on unexpected findings, after the Symposium, two GWLA researchers continued the analysis using a grounded theory methodology to re-examine the data and uncover categorical relationships and conceptual coding, and to explore data alignment to theoretical possibilities. Results – Seventeen categories and five themes emerged from the interview data and were used to create a 3-part framework for describing and explaining library SLO assessment practices. The themes were used to plan the GWLA Assessment Symposium. Through additional qualitative grounded theory data analysis, researchers also identified a core variable, and data were re-evaluated to verify an alignment to Engeström’s Activity and Expansion Theories (Engeström, 2001, 2004). Conclusions – The findings of this multi-phased qualitative study discovered how contextual, structural, and organizational factors can influence how libraries interact and communicate with college departments, and the larger institution about student learning outcomes and assessment. Viewing library and campus interaction through the activity theory lens can demonstrate how particular factors might influence library collaboration and interaction on campuses. Institutional contexts and cultures, campus-wide academic priorities, leadership at the library level, and changing roles of librarians were all themes that emerged from this study that are important factors to consider when planning the design, implementation, assessment and dissemination of library SLOs.

scholarly journals PEDAGOGICAL STRATEGIES THAT IMPROVE CHILDREN’S PLAY-BASED LEARNING

2017 ◽  
Vol 2 ◽  
pp. 290 ◽  
Author(s):  
Ona Monkevičienė ◽  
Kristina Stankevičienė ◽  
Birutė Autukevičienė ◽  
Marija Jonilienė
Keyword(s):  
Qualitative Research ◽  
Joint Attention ◽  
Practical Implementation ◽  
Pedagogical Strategies ◽  
Children's Play ◽  
Theoretical Position ◽  
Children’S Learning ◽  
Child Interaction ◽  
Integrated Processes ◽  
Children's Learning

This article focuses on the analysis of the issue of children and play-based learning. The theoretical position that play and learning are frequently integrated processes for a child and that there are methods of teacher-child interaction which make play-based learning more efficient, is followed. The pedagogical strategies that enable a child to learn through play without disrupting the authenticity of the play itself are theoretically substantiated: the strategy for promotion of children’s learning “en passant”, the strategy for initiation and promotion of joint attention, the strategy for promotion of children’s learning from peers, the strategy for promotion of communicative teacher-children encounters in play and the strategy for promotion of children’s reflection on play-based learning. On the basis of the qualitative research, the specific methods of practical implementation of each strategy have been described.

scholarly journals Meningkatkan Hasil Belajar Materi Aritmetika Sosial Melalui Model Pembelajaran Teams Games Tournament

2019 ◽  
Author(s):  
Sri Hariyani ◽  
Oni Lemba Kamunggul
Keyword(s):  
Middle School ◽  
Qualitative Research ◽  
Data Analysis ◽  
Action Research ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Data Sources ◽  
Student Activities ◽  
Student Activity ◽  
Observation Results

Improving Students' Learning Outcomes on Social Arithmetic Material Through Teams Games Tournament Learning Model. This study aims to describe the TGT learning steps that can improve the learning outcomes of social arithmetic material in class VII of PGRI 01 Singosari Middle School. This research is qualitative research with a type of classroom action research (CAR). Data sources were students of class VII D SMP PGRI 01 Singosari as many as 27 students. The procedure for collecting data in this study are (1) Observation, (2) Tests, and (3) Documentation. Stages of data analysis include reducing data, presenting data, and drawing conclusions. Examination of the validity of the data used includes (1) persistence of observation, (2) triangulation, and (3) peer examination. The results of the study showed an increase in teacher and student activity from pre-action to action I and action II. The observation results of teacher activities in action I reached a percentage of 86.23%, in action II, it increased to 95.45% with a very good category. Furthermore, the observation results of student activities in action I reached a percentage of 79.3% and in action II, it increased to 91.73%. The percentage of completeness of student learning outcomes in pre-action was 40.74%, the percentage of completeness of action I was 66.67%, and the percentage of completeness of action II was 85.18%. Thus the increase in learning outcomes from the action I to action II is 18.51%.

scholarly journals Model Example Non Example Dalam Pembelajaran Tajwid

2020 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Partono Partono ◽  
Hamengkubuwono Hamengkubuwono ◽  
Jeny Fransiska
Keyword(s):  
Qualitative Research ◽  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Data ◽  
Image Display ◽  
Data Sources ◽  
Primary Data

The problem that often occurs to teachers when teaching is that many students are less eager to learn. Therefore, it is necessary to have a new innovation from a teacher to overcome this, namely by using the example non-example model, which is a learning model that uses an image display to be analyzed, where the learning model is aimed at student activeness that allows the teacher to stimulate student enthusiasm by making their vital organs move and focus on tajwid learning in the TPQ Hikmatun Najah Blora so that students can be more active because they themselves will play a role in analyzing the image of verse fragments. This study is included in the category of descriptive qualitative research with the data obtained sourced from primary data sources, namely research main data obtained directly from research data sources namely respondents by interview, observation and documentation. The results of this study indicate that the use of the example non-example model in Tajweed learning at TPQ Hikmatun Najah Blora adds more effectiveness because it can affect student learning outcomes because students become active because it raises the student's thinking and critical thinking so that it raises a high curiosity towards the material delivered.

scholarly journals Analisis Kemampuan Pemahaman Matematis Siswa pada Materi Bangun Ruang Sisi Lengkung

2019 ◽  
Vol 8 (2) ◽  
pp. 203-214
Author(s):  
Casmi Fitri Yani ◽  
Maimunah Maimunah ◽  
Yenita Roza ◽  
Atma Murni ◽  
Zuhri Daim
Keyword(s):  
Middle School ◽  
Qualitative Research ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Mathematical Understanding ◽  
High Ability ◽  
Research Subjects ◽  
High Ability Students

AbstrakSebagian besar guru tidak memperhatikan kemampuan pemahaman matematis tetapi hanya terfokus pada hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui dan menganalisis kemampuan pemahaman matematis siswa. Penelitian ini adalah penelitian kualitatif. Subjek penelitian adalah 25 siswa kelas IX2 SMP Negeri 1 Kampar Timur. Teknik pengumpulan data yaitu tes dan wawancara. Hasil analisis menunjukkan bahwa kemampuan pemahaman matematis siswa berkemampuan sedang dan rendah masih kurang, sedangkan siswa berkemampuan tinggi sudah cukup baik. Hasil wawancara menunjukkan bahwa siswa mengalami kesulitan dalam memberikan contoh dan bukan contoh dari konsep serta kesulitan dalam mengaitkan berbagai konsep karena tidak memahami konsep dan hanya menghapal rumusnya. Untuk meningkatkan kemampuan pemahaman matematis siswa berkemampuan sedang dan rendah, dalam menyampaikan konsep guru sebaiknya menyertakan contoh dan bukan contoh dari konsep serta memberikan latihan soal-soal tentang mengaitkan berbagai konsep. Analysis of Students’ Ability Mathematical Understanding on the Topic of Curved Side SpaceAbstractMost teachers do not pay attention to the ability of mathematical understanding but only focus on student learning outcomes. This study aims to determine and analyze students' mathematical understanding abilities. This research is qualitative research. The research subjects were 25 IX2 students from East Kampar 1 Middle School. Data collection techniques are tests and interviews. The results of the analysis show that the ability of mathematical understanding of students with moderate and low abilities is still lacking, while high-ability students are good enough. The results of the interview indicate that students have difficulty in giving examples and not examples of concepts and difficulties in relating various concepts because they do not understand the concept and only memorize the formula. To improve the ability of mathematical understanding of students with moderate and low ability, in conveying the concept the teacher should include examples and not examples of concepts and provide training questions about linking various concepts.

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