Family and High School Experience Influences on the Postsecondary Educational Plans of Ninth-Grade Students

This research related to Implementation of instruction based students’ activities and Students’ learning Motivation toward students’ learning achievementt of Ninth Grade Students State Junior High School 3 Pamekasan regency . The students’ learning achievementt is influenced by Implementation of instruction based students’ activities. Additionally it is influenced by Students’ learning Motivation. Good and regularly Implementation of instruction based students’ activities brings a positive effect on the students’ learning achievement and a high learning motivation in teaching will increase the students achievement. The purpose of this research is (1) to describe Implementation of instruction based students’ activities toward students’ learning achievement. (2) to describe the significant influence of the Students’ learning Motivation toward students’ learning achievement . (3) to describe the significant influence of Implementation of instruction based students’ activities and Students’ learning Motivation simultaniously toward students’ learning achievement. The design of this research is descriptive quantitative. The subject of the research is Ninth Grade Students of State Junior High School 3 Pamekasan. The data collecting technique is by giving some questionnaires. Data analyzing technique used patial and multi-regression computerized SPSS 17.00 program for windows. The Result and the discussion as follows: a) There is a significant influence on the Implementation of instruction based students’ activities (X1) toward students’ learning achievement is about 0,312. b) There is a significant influence on the Students’ learning Motivation (X2) toward students’ learning achievement is about 0,062 by the significanct level 0,000, on t-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant. c) There is a significant influence on the Implementation of instruction based students’ activities and Students’ learning Motivation simultaneously toward students’ learning achievement is about 17,617 by the significanct level 0,000, on F-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant toward Y.

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The Effects of a Transition Program on the Academic Achievement of Ninth Grade Students in a California Suburban High School

10.32597/dissertations/1720 ◽

2019 ◽

Author(s):

Igor Milosavljević

Keyword(s):

High School ◽

Academic Achievement ◽

Ninth Grade ◽

Transition Program ◽

Ninth Grade Students

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National Examination in SMPN 2 Palopo

International Journal of Asian Education ◽

10.46966/ijae.v1i2.38 ◽

2020 ◽

Vol 1 (2) ◽

pp. 107-116

Author(s):

Amalia Yahya ◽

Faradiba Ade Iswara Jaya Iswara Jaya ◽

Jufriadi

Keyword(s):

High School ◽

Junior High School ◽

Quantitative Method ◽

Sampling Technique ◽

Ninth Grade ◽

Problem Statement ◽

National Examination ◽

The Mean ◽

Ninth Grade Students

The research aims to investigate whether Students’ Readiness toward National Examination (A Case Study in SMPN 2 Palopo). The problem statement of the research was, “How are their readiness in facing national examination”? This research used the Descriptive Quantitative Method. The population of this research was 167 students from the ninth grade students of Junior High School Number 2 Palopo. The total numbers of the students are ten students. The researcher took five students from each class as the sample. The sample was selected using a purposive sampling technique. The researcher used this technique based on their consideration. The result of the analysis can explain that the researcher analyzed the result to measure the students’ readiness in facing national examination. The researcher has conducted the result of the test showed their readiness to face the national examination. The result categorized into average classification. The highest score is 74, the middle score is 66, the lowest score is 60, and the mean score is 67.

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LEXICAL DENSITY OF READING TEXTS IN ENGLISH TEXTBOOK OF JUNIOR HIGH SCHOOL

REGISTER Journal of English Language Teaching of FBS-Unimed ◽

10.24114/reg.v5i4.5360 ◽

2016 ◽

Vol 5 (4) ◽

Author(s):

Desi Ariska And Isli Iriani Indiah Pane

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Ninth Grade ◽

English Reading ◽

Lexical Items ◽

Lexical Density ◽

Ninth Grade Students ◽

Report Text ◽

Reading Texts

This study deals with lexical density of English reading texts in the textbook of junior high school. The objectives of the study are to find out the lexical density of reading texts of English in Focus textbook, the text which has the highest lexical density in the reading texts, and the reason of the text which has the highest lexical density in reading texts. This study was conducted by descriptive qualitative method. The data of this research were the English reading texts of English in Focus textbook for ninth grade students of junior high school published by National Education Department. The result of the analysis showed that: (1) The lexical density of procedure texts are 5.90, 5.08, 5.5, and 4.69, report texts are 5.92, 4.22, 4.06, and 3.64 and narration texts are 2.92 and 2.90. The score showed that the lexical density of eleven reading texts on English in Focus textbook for ninth grade of junior high school is categorized medium based on the Halliday’s theory. It means that the texts are not difficult, easy to understand and suitable for ninth grade students of junior high school. (2) The highest lexical density of the reading texts is report text entitled “The Chinese Influence in Indonesian Visual Art” (5.92) because of the higher number of lexical items than grammatical items, few clauses and more vocabularies of words. (3) Report text has the highest lexical density because of the high proportion of lexical items in the text and it also because of the generic structure, language features and the style of writing report text.

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Desain Pembelajaran Refleksi dan Translasi Berkonteks Klenteng Sam Poo Kong Semarang

Jurnal Elemen ◽

10.29408/jel.v7i2.3400 ◽

2021 ◽

Vol 7 (2) ◽

pp. 381-393

Author(s):

Aidha Aprilia Puji Lestari ◽

◽

Aryo Andri Nugroho ◽

Farida Nursyahidah ◽

◽

...

Keyword(s):

High School ◽

Junior High School ◽

Design Research ◽

Junior High ◽

Ninth Grade ◽

Teaching Experiment ◽

Learning Trajectory ◽

Three Stages ◽

Ninth Grade Students ◽

Reflection Formula

Reflection and translation material are critical to be mastered by students in learning transformation material. However, reflection and translation material are still difficult for students to understand. Therefore, this study aims to develop a learning trajectory that will assist ninth-grade students of Junior High School in grasping the notion of reflection and translation in the context of the Sam Poo Kong Temple in Semarang. The research used the design research method, which consisted of three stages: the preliminary design, the design experiment (pilot experiment and teaching experiment), and retrospective analysis. The PMRI approach was used to develop learning activities in this research. This study involved 32 ninth-grade students at a junior high school in Semarang city. The results of this study is a learning trajectory that includes a series of learning processes in four activities. These are observing the Sam Poo Kong Semarang video and analyzing the properties of reflection, finding the reflection formula, analyzing the properties of translation, discovering the translation formula, and solving contextual problems related to reflection and translation. The activities conducted can enable students to develop a better understanding of material reflection and translation. The research's findings indicate that using the Sam Poo Kong Semarang temple context can equip ninth-grade students to comprehend the concept of material reflection and translation. Additionally, the outcome of this study offers additional local wisdom options that can be used as a context in mathematics.

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Overconfidence and Uncertainty: High School Students’ Beliefs About College Tuition and Their Subsequent College-Entry Rates

10.31235/osf.io/6xtym ◽

2017 ◽

Author(s):

Stephen L. Morgan ◽

Daniel T. Shackelford

Keyword(s):

High School ◽

High School Students ◽

Educational Attainment ◽

Social Stratification ◽

Ninth Grade ◽

Behavioral Models ◽

School Students ◽

College Tuition ◽

Tuition And Fees ◽

Ninth Grade Students

Drawing on the decision-making literature that has considered mechanisms of overconfidence in judgment, this article offers an analysis of the base-year through 2016 follow-up waves of the High School Longitudinal Study of 2009 in order to address a core question in the study of educational attainment: How are high school students’ beliefs about college tuition related to their subsequent postsecondary enrollment decisions? We find that ninth-grade students, on average, overestimate the tuition and mandatory fees for bachelor’s degrees at public universities in their states of residence. In addition, the ninth-grade students who are most likely to enter college in the year after high-school graduation are (1) the students who are most likely to overestimate tuition and fees and (2) the students who are least confident in the accuracy of their estimates of tuition and fees. These results demonstrate how much additional work is needed to collect and analyze better forms of data that can enable deeper modeling of the forward-looking beliefs that are assumed to matter in most behavioral models of the social stratification process that incorporate educational attainment.

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Correlation between the ninth grade students’ learning habitand reading comprehension junior high school

JPGI (Jurnal Penelitian Guru Indonesia) ◽

10.29210/021096jpgi0005 ◽

2021 ◽

Vol 6 (2) ◽

pp. 604

Author(s):

Sunan Hadi Putra

Keyword(s):

High School ◽

Reading Comprehension ◽

Research Design ◽

Junior High School ◽

Quantitative Research ◽

English Teachers ◽

Ninth Grade ◽

Correlation Study ◽

Coefficient Corrélation ◽

Ninth Grade Students

The results of this research are expected to help the students to know themselves about their learning habits. Give information to the English teachers about students’ characteristics, especially about learning. So, they can anticipate it.And also to know the students’ ability in reading.This study is quantitative research with correlation research design. The correlation study is a study that involves collecting data in order to determine the degree to which a relationship exists between two or more variables. The result showed that the value of the coefficient correlation between Students’ Habits (X1) and Reading Comprehension (Y) for -0.011. Sig. Value 0.923 was higher than Alpha value 0.05 (0.923 >0,2213).

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Experimental Programs: A report of an experiment at Camelback High School

Mathematics Teacher ◽

10.5951/mt.56.3.0155 ◽

1963 ◽

Vol 56 (3) ◽

pp. 155-159

Author(s):

Frank H. Anderson ◽

Fred Bedford ◽

Van Clark ◽

Joan Schipper

Keyword(s):

College Students ◽

High School ◽

Standard Procedure ◽

Ninth Grade ◽

Regular Algebra ◽

Beginning Algebra ◽

Intermediate Algebra ◽

Ninth Grade Students

Over a period of several years the selection and teaching of accelerated beginning algebra to ninth-grade students has become a standard procedure at Camelback High School. In this course, three semesters of regular algebra are covered using the text by Peterson: Intermediate Algebra For College Students.

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School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students

Youth & Society ◽

10.1177/0044118x19864834 ◽

2019 ◽

Vol 52 (7) ◽

pp. 1220-1237

Author(s):

Wing Yi Chan ◽

Gabriel P. Kuperminc ◽

Scot Seitz ◽

Christyl Wilson ◽

Nadim Khatib

Keyword(s):

High School ◽

High School Students ◽

Academic Outcomes ◽

Ninth Grade ◽

Mentoring Program ◽

School Students ◽

Group Mentoring ◽

9Th Grade ◽

School Based ◽

Ninth Grade Students

This study examined the association between participation in a school-based group-mentoring program (Project Arrive) and academic outcomes in a group of ninth-grade students who had been identified as at high risk of high-school dropout ( n = 239). Comparison participants were ninth-grade students with similar levels of risk ( n = 980). Using inverse probability of treatment weighting (IPTW) with a propensity score to reduce selection bias, and a partially clustered model to account for nonindependence of data in program students, we found that Project Arrive students earned more credits by the end of 9th grade and 10th grade; and reported increased instructional time by the end of 9th grade, than comparison students.

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