scholarly journals DIAGNOSING STUDENTS’ DIFFICULTIES IN SOLVING MATHEMATICAL WORD PROBLEM

2020 ◽  
Vol 2 (2) ◽  
pp. 61-68
Author(s):  
Marlin Blandy Mananggel
Keyword(s):  
Diagnostic Test ◽  
Word Problem ◽  
Learning Difficulties ◽  
Cognitive Factors ◽  
Educational Institutions ◽  
Student Difficulties ◽  
Qualitative Research Design ◽  
Quadratic Inequalities ◽  
Field Notes ◽  
Model C

The factors causing students' learning difficulties are very diverse, namely cognitive, non-cognitive factors, physical, mental, health, learning environment, teacher's personality, social-culture, economic background of students and schools as educational institutions. Therefore, teachers need to diagnose students' learning difficulties in order to overcome these difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties. This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data. Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors 

scholarly journals ERROR ANALYSIS OF PRIMARY SIX PUPILS IN WORD PROBLEMS INVOLVING FRACTIONS

2018 ◽  
Vol 18 (1) ◽  
pp. 9
Author(s):  
Aliyu Alhaji Zakariyya ◽  
Adamu Barwa Beji ◽  
Unogwu Itodo
Keyword(s):  
Error Analysis ◽  
Diagnostic Test ◽  
Word Problems ◽  
Structured Interview ◽  
Transformation Process ◽  
Chi Square ◽  
Public And Private ◽  
Qualitative Research Design ◽  
Mathematical Word Problems ◽  
Primary School Pupils

The purpose of this study was to analyze the errors made by primary school pupils in solving mathematical word problems in fraction using Newman’s Error Analysis procedure. The study used a qualitative research design and collected data using a diagnostic test and interview. The population of the study was primary six pupils in both public and private schools in Minna metropolis of Niger State, Nigeria. The samples were 105 primary six (6) pupils, 61 males and 44 females. The instruments used in the study are (a) a set of paper and pencil test consisting of 12 theory questions on fractions and (b) structured interview based on Newman’s theorem. The diagnostic test was administered to the pupils. Structured interview adopted from Rohmah and Sutiarso was also used to identify at which level students’ errors occur. The type of error was based on Newman Error Hierarchy Model that includes reading, comprehension, transformation, process skill, and encoding error. The data were analysed using inferential statistics of Chi-square (

scholarly journals TEACHER PERFORMANCE MANAGEMENT CYCLE BASED ON EMPLOYEE’S TARGET

2020 ◽  
Vol 6 (7) ◽  
pp. 1-15
Author(s):  
Aziz Luki Ahyar ◽  
Maftukhin ◽  
Ahmad Patoni ◽  
Ngainun Naim ◽  
Asrof Safi’I ◽  
...  
Keyword(s):  
Data Analysis ◽  
Performance Management ◽  
Teacher Performance ◽  
Educational Institutions ◽  
Site Analysis ◽  
Qualitative Research Design ◽  
Evaluation Phase ◽  
Teacher Goals ◽  
Minimum Work ◽  
Management Cycle

The purpose of this study is to know how teacher performance management as a continuous performance process to equalize individual teacher goals and educational institutions also teacher performance series starting from the planning, implementation and evaluation phase which are oriented to minimum work standards in order to obtain income eligibility, benefits, and promotion or rank only which resulting in the performance of teachers dwelling on matters of an administrative nature and setting aside performance processes that produce output and outcome according to the objectives of educational institutions. This research used a qualitative research design by concerning to a phenomenon approach. Data collection techniques used by some steps such as observation, interviews and documentation. Data analysis included single site analysis and cross-site analysis with data analysis techniques; data reduction, data presentation, and conclusions. This research produced four main findings among others; first, in pre-cycle stage with preparation for assessment and creating a teacher performance assessment team; second, the phase of planning with the phase of defining, discussing roles, responsibilities, and measurable expectations; third, the phase of coaching with the phase of observation, monitoring, support, feedback, and appreciation; the four phase of the teacher performance management cycle are performance evaluations.

scholarly journals THE CONVERSATIONAL STYLES BY MALE AND FEMALE SELLERS IN BUSINESS TRANSACTIONS AT TRADITIONAL MARKET “PASAR SENTOSA BARU” MEDAN

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Diana Hayati Pulungan ◽  
Sumarsih Sumarsih ◽  
Didik Santoso
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
Male And Female ◽  
Business Transaction ◽  
Business Transactions ◽  
Qualitative Research Design ◽  
Traditional Market ◽  
Field Notes ◽  
Public Context

This research deals with the conversational styles by male and female sellers in business transactions at traditional market “Pasar Sentosa Baru” Medan. It was conducted using qualitative research design. The subjects of 8 persons namely 4 male sellers and 4 female sellers were taken which they produced 20 conversations for each genders. The ages ranged from 30 to 60 years old. They come from various sellers, namely fish, chicken, vegetables, fruits, and spice. The instruments of collecting data were observation, recording, field notes, and interviewing adopted by Miles, Huberman, and Saldana (2014). The findings show that there were five types of conversational styles used by male and female sellers. In conversational styles used by male sellers; amount of talk (30%), interruption (26.7%), conversational support (21.7%), compliment (16.6%), and tentativeness (5%). In conversational styles used by female sellers; interruption (29%), amount of talk (23%), conversational support (24%), tentativeness (15%), and compliment (9%). In conversational styles in male sellers business transaction, the more dominant responses refer to talk of amount because they talk much in interaction in public context, while for female, the more dominant responses refer to interruption because the female sellers are taken as a violation and a sign of conversational dominance.Keywords: Conversational styles, Gender, Traditional Market.         

scholarly journals The systems psychodynamic leadership coaching experiences of nursing managers

2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Frans Cilliers ◽  
Landa Terblanche
Keyword(s):  
Learning Experiences ◽  
Role Identity ◽  
Leadership Role ◽  
Leadership Coaching ◽  
Leadership Roles ◽  
General Hypothesis ◽  
Qualitative Research Design ◽  
Nursing Managers ◽  
Field Notes ◽  
The Individual

The mostly linear and mechanistic nature of the nursing manager role is rapidly becoming more dynamic and systemic. The change involves task and people management within a constantly changing organisational identity, taking up multiple leadership roles, having to authorise oneself and others in a complex matrix system, and managing conscious and unconscious psychological boundaries within and between conflicting systems. The aim of this study was to describe the systems psychodynamic learning experiences of nursing managers during leadership coaching. The coaching task was to provide learning opportunities to the individual leader, towards gaining insight into conscious and unconscious leadership dynamics in terms of anxiety, task, role, authorisation, boundaries and identity. A qualitative research design was used. Six nursing managers attended ten leadership coaching sessions over ten weeks. Field notes and reflective essays were analysed using systems psychodynamic discourse analysis. The findings indicated clarity and authorisation in the participants’ primary task and normative roles; anxiety and de-authorisation in their experiential and phenomenal roles; anxiety in boundary management related to the misuse of power by others; and the continuous exploration of their leadership role identity towards achieving integration. Participants’ learning experiences were evaluated in terms of criteria for organisational learning, after which a general hypothesis was formulated.OpsommingDie meestal liniêre en meganistiese aard van die verpleegbestuursrol is vinnig besig om na ’n meer dinamiese en sistemiese rol te verander. Die verandering behels taak- en mensbestuur binne 'n steeds veranderende organisasie-identiteit, waar 'n verskeidenheid rolle opgeneem word, die self en ander in 'n komplekse matrikssisteem bemagtig word, en waartydens bewuste en onbewuste sielkundige grense in en tussen botsende sisteme bestuur word. Die doel van hierdie studie was om die sisteem-psigodinamiese leerervaringe van verpleegbestuurders tydens leierskapafrigting te beskryf. Die afrigtingstaak was om leergeleenthede aan die individuele leier beskikbaar te stel vir die ontwikkeling van insig in bewuste en onbewuste leierskapsdinamika in terme van angs, taak, rol, outoriteit, grense en identiteit. 'n Kwalitatiewe navorsingsontwerp is gebruik. Ses verpleegbestuurders het tien leierskapafrigtingsessies oor tien weke bygewoon. Veldnotas en besinnende opstelle is deur middel van sisteem-psigodinamiese gespreksanalise ontleed. Die bevindinge dui op duidelikheid oor en bemagtiging in hulle primêre taak en normatiewe rol; angs en ontmagtiging in hulle ervarings- en fenomenale rolle; angs in grenshandhawing wat verband hou met magsmisbruik deur andere; en die voortdurende ondersoek en integrasie van leierskapsrolidentiteit. Deelnemers se leerervarings is na aanleiding van kriteria vir organisasieleer geëvalueer, waarna die algemene hipotese geformuleer is.

scholarly journals A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs | Une étude de cas sur les difficultés d’apprentissage et le soutien correspondant pour l’apprentissage dans les cMOOC

2016 ◽  
Vol 42 (2) ◽  
Author(s):  
Shuang Li ◽  
Qi Tang ◽  
Yanxia Zhang
Keyword(s):  
Content Analysis ◽  
Learning Difficulties ◽  
Online Course ◽  
Learning Support ◽  
Learning Spaces ◽  
Student Difficulties ◽  
Support Strategies ◽  
Etude De Cas ◽  
Étude De Cas

cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper presents a case study on student difficulties and support requirements at the beginning of a cMOOC. Content analysis of messages posted by learners and instructors in four main online course learning spaces including Moodle, blogs, Facebook and Twitter was conducted. Three questions are explored in this paper: (1) What kinds of difficulties do learners encounter at the beginning of a cMOOC?; (2) Which of these difficulties are typical for most learners?; and (3) How are these difficulties responded to and supported in the cMOOC environment? Based on the research results of this study, we provide some reflections on learning support for cMOOCs and a discussion of the research itself in the last part of the paper. Les cMOOC, qui s’appuient sur une théorie pédagogique connectiviste, soulèvent des défis pour les apprenants ainsi que des occasions de questionnement de soi. Des études préalables ont démontré que les apprenants des cMOOC peuvent connaître des difficultés d’apprentissage, mais ces études n’offrent pas d’exploration empirique en profondeur des difficultés des élèves ni des stratégies de soutien. Cet article présente une étude de cas sur les difficultés des élèves et les besoins de soutien au début d’un cMOOC. On a procédé à l’analyse du contenu des messages publiés par les apprenants et les instructeurs dans les quatre principaux espaces en ligne pour l’apprentissage, c’est-à-dire Moodle, les blogues, Facebook et Twitter. Cet article explore trois questions : (1) Quels types de difficultés rencontrent les apprenants au début d’un cMOOC?; (2) Parmi ces difficultés, lesquelles sont typiques pour la plupart des apprenants?; et (3) Comment réagit-on à ces difficultés et comment y remédie-t-on dans l’environnement du cMOOC? En nous appuyant sur les résultats de recherche de cette étude, nous offrons quelques réflexions sur le soutien pédagogique pour les cMOOC et une discussion sur la recherche elle-même dans la dernière partie de l’article.

scholarly journals Analisis Kesulitan Belajar Siswa dalam Pembelajaran Matematika yang Menggunakan Pendekatan PMRI

2020 ◽  
Vol 9 (2) ◽  
pp. 227-238
Author(s):  
Pius Eko Purnama Cahirati ◽  
Alberta Parinters Makur ◽  
Sebastianus Fedi
Keyword(s):  
Data Analysis ◽  
Mathematics Learning ◽  
Linear Equations ◽  
Learning Difficulties ◽  
Story Problems ◽  
System Of Linear Equations ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Field Notes ◽  
Mathematical Difficulties

AbstrakPenelitian ini bertujuan untuk membahas 1) kesulitan belajar matematika seperti apa yang dialami siswa dalam pembelajaran yang menerapkan PMRI; 2) alasan mengapa siswa mengalami kesulitan belajar matematika dalam Pembelajaran Matematika menggunakan PMRI? Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesulitan yang dialami oleh siswa, disertai dengan faktor-faktor yang menyebabkan kesulitan matematika. Penelitian ini adalah penelitian kualitatif deskriptif dengan 23 siswa yang menunjukkan kesulitan dalam belajar matematika. Teknik yang digunakan untuk mengumpulkan data adalah observasi, wawancara, kuesioner, dokumentasi, dan catatan lapangan. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini adalah jenis kesulitan belajar yang dialami siswa, yaitu kesulitan dalam memahami konsep sistem persamaan dua variabel dan tiga variabel, kesulitan menghitung angka dalam sistem persamaan linear untuk dua variabel dan tiga variabel, dan kesulitan memecahkan masalah dalam masalah cerita dalam materi SPLDV dan SPLTV.  AbstractThis research is aimed to discuss 1) what kind of mathematics learning difficulties students experience in PMRI learning; 2) the reasons why students are having difficulty learning mathematics in Mathematics Learning using PMRI? This study aims to describe the types of difficulties experienced by students, accompanied by factors causing mathematical difficulties. This study is a descriptive qualitative study with 23 students who indicated difficulties in learning mathematics. The technique used to collect data is observation, interviews, questionnaires, documentation, and field notes. Data analysis is done by data reduction, data presentation, and conclusion drawing. The results of this study are the types of learning difficulties experienced by students, namely difficulties in understanding the concepts of system of two-variable and three-variable linear equations, difficulties in calculating numbers in a system of linear equations for two variables and three variables, and the difficulty of solving problems in story problems in SPLDV and SPLTV material.           

scholarly journals Relevance of Curriculum, Instruction, and Facilities to Knowledge, Skills, and Abilities of Masters in Business Administration Program Graduates of Nueva Ecija University of Science and Technology in the Philippines

2020 ◽  
Vol 16 (3) ◽  
pp. 113
Author(s):  
CUYA Thamar M. ◽  
DAYRIT Amayna Shaene C. ◽  
CUYA-ANTONIO Olive Chester ◽  
PASCUAL Marilou P. ◽  
FRONDA Jennifer G.
Keyword(s):  
Graduate Education ◽  
Comprehensive Evaluation ◽  
Learning Experience ◽  
Science And Technology ◽  
Business Administration ◽  
The Philippines ◽  
Work Settings ◽  
Qualitative Research Design ◽  
Curriculum Instruction ◽  
Field Notes

Graduate education plays a significant role in the development and the economy of the nation. Therefore, it is significant to evaluate the program it offers as they provide relevant contributions to their graduates’ knowledge, skills, and ability in the workplace. This study explored the relevance of curriculum, instruction, and facilities of the Master in Business Administration program (MBA) at the Nueva Ecija University of Science and Technology (NEUST) to the knowledge, skills, and abilities of the graduates. Guided by Active Learning Theory, the study utilized a qualitative research design to understand the meaning and actual experience of the participants in their natural work settings. The emerging themes and recurring patterns from the interview and field notes are presented, discussed, and supported by the actual data and existing studies. The analysis showed that the curriculum, instruction, and facilities are relevant to their acquired knowledge, skills, and abilities, which are significant to their workplace. Furthermore, the university’s approach of providing actual work environment experience coupled with instructors who are experts in the field provides the relevant learning experience for the graduates. The least relevant and the least rating was given to the facilities. For the graduate education to be relevant, it needs to cope with the constantly changing and developing environment. It needs continuous enhancement and it can be done through the evaluation and feedbacks of the graduates. Future researchers might consider a more comprehensive evaluation of the graduates’ experience both quantitatively and qualitatively for future study.

scholarly journals Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się

2020 ◽  
pp. 221-234
Author(s):  
Sonia Wawrzyniak
Keyword(s):  
Young People ◽  
Coping Skills ◽  
Learning Difficulties ◽  
Children And Youth ◽  
Educational Institutions ◽  
School Practice ◽  
Modern School ◽  
Pedagogical Innovations ◽  
The Right ◽  
Difficult Situations

Wawrzyniak Sonia, Tutoring, mentoring i coaching w edukacji osób z trudnościami w uczeniu się [Tutoring, Mentoring and Coaching in the Education of People with Learning Difficulties]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 221-234. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.12The article presents the possibilities it creates using pedagogical innovations such as tutoring, mentoringand coaching supporting the traditional model of education at work with students with school difficulties. Problems withfinding your own path for children and youth, coping skills in a dynamically changing reality,in consumer times with many difficult situations is often undertaken on the basis of school practice and and scientific research. Young people are expected to have knowledge and skills flexible, mobility in various spheres of life because the change is inscribed in the surrounding reality. Important task of modern school and educational institutions is making young people aware of challenges, that stand before them and prepare them to the right life, educational and professional choices in accordance with their capabilities andrequirements of the labor market.

scholarly journals Improving Knowledge Numbers Ability with Card Media in Early Age Children

2020 ◽  
Vol 8 ◽  
Author(s):  
Geraisa Dayura Chanet
Keyword(s):  
Developmental Stages ◽  
Single Case ◽  
Learning Difficulties ◽  
Psychological Needs ◽  
Educational Process ◽  
Social And Emotional ◽  
Qualitative Research Design ◽  
The Media ◽  
The Subject ◽  
Role Of Parents

The initial developmental stages are the basis for further developmental stages, if a stage is interrupted, it will inhibit the next stage. Likewise in the educational process, for children aged 4 to 6 years can be formally pursued in kindergarten, and is expected to obtain physical-motor, cognitive, social, and emotional stimuli in accordance with their age level. Every child has differences, so students who cannot learn as they should are called learning difficulties. Some learning difficulties experienced by young children are reading, writing and arithmetic. Especially in learning to count, mathematics is very useful for developing thinking processes in early childhood. It also cannot be separated from the role of parents who provide physical and psychological needs at the beginning of a child's life. Therefore the purpose of this study is to find out the cause of a 5-year-old child who cannot memorize numbers 1-10. The method in this study uses a qualitative research design with a single case experience with the provision of interventions, namely the introduction of numbers with the media card and assistance and counseling to parents. The intervention was carried out at the subject's home for two weeks for six meetings. The results obtained during six meetings, subjects can recognize the symbol numbers 1-10. The subject better understands numerical symbols by looking at cards or visually. This affects the subject's learning process at school and at home. The subject can continue the process of understanding number symbols using cards or learning visually

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