scholarly journals Karakter Peduli Lingkungan Siswa SMP ditinjau dari Tingkatan Kelas dan Gender

2018 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Lovely Ezverenzha Lelatobur ◽  
Risya Pramana Situmorang ◽  
Agna Sulis Krave
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Grade Level ◽  
Environmental Awareness ◽  
School Students ◽  
New Ecological Paradigm ◽  
9Th Grade ◽  
Ecological Paradigm ◽  
8Th Grade ◽  
And Gender

Abstrak Penelitian survei dengan metode kuantitatif deskriptif ini bertujuan untuk mengetahui karakter peduli lingkungan siswa SMP ditinjau dari tingkatan kelas dan untuk mengetahui hubungan antara gender dan tingkatan kelas terhadap karakter peduli lingkungan siswa SMP. Siswa pada tingkatan kelas VII dan IX menunjukkan karakter peduli lingkungan yang lebih baik dibandingkan kelas VIII berdasarkan dari kategori penilaian pada instrumen New Ecological Paradigm. Untuk kategori Sangat Baik kelas VII dan IX lebih tinggi (22.22% dan 27.27%) sedangkan kategori Tidak Baik, kelas VII dan IX lebih rendah dari kelas VIII (5.56%, 9.09%, 9.52%). Hubungan gender dan tingkatan kelas dengan uji Pearson diperoleh satu hasil korelasi yang signifikan yaitu antara perempuan kelas VIII dengan perempuan kelas IX (r =0.798; Sig.0.017 < 0.05). Berdasarkan hasil penelitian disimpulkan tingkatan kelas lebih berhubungan dengan karakter peduli lingkungan siswa daripada faktor gender, ditunjukkan dari aktivitas siswa yang tidak memandang gender dalam menjaga keasrian lingkungan sekolahnya. Kata kunci: karakter peduli lingkungan, New Ecological Paradigm, tingkatan kelas, gender   ENVIRONMENTAL AWARENESS OF JUNIOR HIGH SCHOOL STUDENTS IN TERMS OF GRADE AND GENDER  Abstract This survey research by quantitative descriptive method was conducted with purpose to find out the environmental awareness of junior high school students in terms of grade and also to find out the correlation between gender and grade for students attitude towards environments. The analysis and interpretation data of New Echogical Paradigm instrument found that the students on 7th and 9th grade represent the best attitude towards environments more than 8th grade. For Very Good category 7th and 9th grade have higher percentage (22.22% and 27.27%), while Not Good category, 7th and 9th grade are lower than 8th grade (5.56%, 9.09%, 9.52%). The correlation between grade and gender tested by Pearson test proved that it has significant correlation between female students on 8th and 9th grade (r =0.798; Sig.0.017 < 0.05). Based on result, we can concluded that the grade level is more related than gender for students’ environmental awareness, showed by students maintaining school sanitation activity. Keywords: environmental awareness, new ecological paradigm, grade level, gender

scholarly journals Investigating Junior High School Students´ Length Estimation Ability and Strategies

2019 ◽  
pp. 223-228
Author(s):  
Hsin-Mei E. Huang
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Grade Level ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Everyday Objects ◽  
Length Estimation ◽  
And Gender

This study investigated junior high school students’ length estimation ability with respect to everyday objects with lengths between 1 millimetre and 1 meter. Students’ strategies used for estimating the length of the longer side of a basketball court in school were analysed. A total of 240 Grade 7-9 students from cities in northern Taiwan completed a paper-and-pencil test assessing length estimation abilities. Results showed a significant gender effect on length estimation, but neither effects of grade level nor any interaction between grade level and gender on length estimation. About 40% of the students used effective strategies for estimating length measures, including visualizing, utilizing body parts, applying previous experiences, using a mental ruler, and making use of objects nearby. Still, about 60% of the students used ineffective strategies such as guessing. Implications for research and education practices are discussed.

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

Supporting Academic Engagement in Boys and Girls

2017 ◽  
Vol 33 (3) ◽  
pp. 179-192
Author(s):  
Gabrielle Wilcox ◽  
Jocelyn McQuay ◽  
Anita Blackstaffe ◽  
Rosemary Perry ◽  
Penelope Hawe
Keyword(s):  
Social Support ◽  
High School Students ◽  
Junior High School ◽  
Grade Level ◽  
Academic Engagement ◽  
Intervention Strategies ◽  
Targeted Prevention ◽  
School Students ◽  
Self Reports ◽  
The Relationship

Understanding how social support and anxiety influence academic engagement in boys and girls is important to ensure that we effectively promote academic engagement. This study examined the relationship between gender, social support, anxiety, and academic engagement in elementary and junior high school students. Students in Grades 5 to 9 ( N = 1,904) completed self-reports measuring academic engagement, anxiety, and perceived social support from family, friends, and school staff. Results indicated that girls were more likely to perceive social support and to score higher on the anxiety scale than boys were. Grade level was a significant predictor of academic engagement for boys but not for girls, while anxiety classification was a significant predictor of academic engagement for girls but not for boys. This study highlights the importance of understanding the multiple factors that influence academic engagement to provide targeted prevention and intervention strategies and how these factors differ for boys and girls.

scholarly journals An Analysis of Cogntive and Psychomotor Domains in English Student Textbook of Junior High School

2021 ◽  
Vol 5 (3) ◽  
pp. 502
Author(s):  
Annisa Annisa ◽  
Jismulatif Jismulatif ◽  
Dahnilsyah Dahnilsyah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Cognitive Domain ◽  
School Students ◽  
Basic Competencies ◽  
8Th Grade ◽  
Document Review ◽  
Psychomotor Domain

This research was conducted in the textbook of 8th grade Junior High School 2013 revision of the 2017 curriculum. The researcher conducted a textbook analysis based on Anderson and Krathwohl's (2001) taxonomic theory of the cognitive domain and Simpson's (1972) psychomotor domain taxonomy to focus more on its relevance to the material in the textbook. This research aims to investigate the representation of cognitive and psychomotor domains in English textbook for the 8th years of Junior High School students with the Core and Basic Competencies of the 2013 curriculum. This research used a content analysis method based on Anderson and Krathwohl theory. The instrument used to collect data in this research was through data observation and document review. The findings of this research reveal that the contents of the book are in accordance with the 2013 revised curriculum syllabus 2017. The results of the research on the cognitive domain showed that it was 100% relevant to the contents of the syllabus and 92.3% of the Psychomotor domain was relevant to the contents of the syllabus.

scholarly journals PEMAHAMAN KONSEP SEGIEMPAT SISWA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT-INTROVERT DAN JENIS KELAMIN

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 231-240
Author(s):  
Rista Amelia ◽  
Ismail Ismail
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Personality Types ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Mathematics Ability ◽  
Mathematics Understanding ◽  
And Gender

Understanding the concept is one important factor in the purpose of learning mathematics. Understanding concepts is the ability of students in mastering a concept both in explaining and applying a concept in problem solving or problem solving. Personality plays a role in the learning process of students this is because the attitude of each individual in making decisions is influenced by habits. Personality and gender differences can allow differences in understanding of concepts. This research is a qualitative descriptive study with the aim to describe the understanding of the quadrilateral concept of students in terms of extrovert-introvert personality types and gender. In this study four junior high school students were chosen as subjects determined by extrovert-introvert personality types and gender. Data collection instruments used consisted of mathematics ability tests, MBTI personality questionnaires, quadrilateral understanding of concept material tests and interview guidelines. The results of this study indicate (a) Extroverted male students are less able to restate the quadrilateral concept, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (b) Extroverted female students are less able to restate the quadrilateral concept, less able to calcify quadrilateral based on appropriate traits, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (c) Introverted male students are less able to restate the quadrilateral concept, less able to calcify rectangles based on appropriate traits, ( d) Introverted female students are less able to calcify quadrilateral based on appropriate traits. The implication of the results of this study is the understanding of the concepts in each personality of both men and women need to be considered.   Keywords: Understanding of concepts, quadrilateral, ekstrovert-introvert and gender.

scholarly journals PERSPEKTIF SISWA SMP NEGERI TERHADAP NOS (NATURE OF SCIENCE) DI KABUPATEN PATI

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Alis Rahmawati ◽  
Eko Retno Mulyaningrum
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
Nature Of Science ◽  
Junior High School ◽  
Junior High School Students ◽  
School Students ◽  
New Knowledge ◽  
8Th Grade ◽  
The Subject

ABSTRACTThis study aims to obtain the information about the students perspectives of SMP Negeri against NOS (Nature of Science) in Pati regency. The subject of the study are 339 of 8th grade students from SMP Negeri 16 in Pati District. The instrument of data collection is a test description which consist of analysis based on seven aspects of NOS with 7 questions that have developed by researcher. The result shows the understanding of NOS in 8th grade junior high school students in Pati District classified as “poor” with score 39.12% in general. The implication of this research is the new knowledge that NOS aspect should be taught in schools explicitly so students can understand NOS well. Keywords: Nature of Science (NOS), perspective, students SMP Negeri in Pati regency.ABSTRAKPenelitian ini bertujuan untuk memperoleh informasi mengenai perspektif siswa SMP Negeri terhadap NOS (Nature of Science) di Kabupaten Pati. Subjek penelitian yang digunakan adalah 339 siswa kelas VIII dari 16 SMP Negeri di Kabupaten Pati. Instrumen pengumpulan data adalah tes uraian berupa analisis berdasarkan 7 aspek NOS berjumlah 7 soal yang telah dikembangkan peneliti. Hasil penelitian menunjukkan bahwa secara umum perspektif NOS pada siswa SMP di Kabupaten Pati tergolong kurang yaitu hanya 39,12%. Implikasi dari penelitian ini adalah pengetahuan tentang aspek NOS seharusnya diajarkan di sekolah-sekolah secara eksplisit sehingga siswa dapat memahami NOS dengan baik.Kata kunci: Nature of Science (NOS), perspektif, siswa SMP Negeri di Kabupaten Pati.

scholarly journals Social Representations about Safety among Students and Teachers

2021 ◽  
Vol 13 (3) ◽  
pp. 68-82
Author(s):  
E.N. Gilemkhanova
Keyword(s):  
High School ◽  
High School Students ◽  
Social Representations ◽  
Educational Environment ◽  
School Students ◽  
Central System ◽  
9Th Grade ◽  
The Social ◽  
8Th Grade ◽  
New Research

The relevance of the study is due to the role that social ideas play in the regulation of behavior and the formation of a system of relations among subjects of the educational environment in conditions of special attention to the safety of the educational environment of the school, provoked by destructive precedents among young people (school shooting, near-football, bullying, anarchism, neo-Nazism, etc.). J. Abric’s “Central system, peripheral system” concept was the theoretical framework of this study of ZhK. Aprica. The research hypothesis was based on the idea that violations of the psychological safety of the educational environment are caused by the problem of correlating nuclear and peripheral social representations about safety among different participants in educational settings. We use the prototypical analysis of P. Verges to study social representations of safety. The study sample was 137 students of the 7th grade (72 male, 65 female), 416 students of the 8th grade (201 male, 215 female), 490 students of the 9th grade (201 male, 289 female), 154 students of the 10th grade (84 male, 70 female), 117 students of the 11th grade (50 male, 67 female) and 20 teachers (1 male, 19 female). The results of the study demonstrate that 1) according to social representations about safety, students and teachers have diametrically opposed views on the role of the teacher in ensuring a safe educational environment; 2) students, who highly assess the safety of the educational environment, have active external and internal protection social representations about safety; students who rate the safety of the educational environment, have social representations in the context of passive protection; 3) the analysis of three age categories shows a tendency of the social representations about safety from the norm (students in grades 7-8) through external protection (high school students) to the internal individual resources (high school students and teachers). The new research data obtained on the peculiarities of representations about the safety of students and teachers can become the basis for understanding the growing tension in the field of the safety of the educational environment and the frequent incidents of its violation.

scholarly journals TEACHING SPEAKING BY USING COMMUNICATION GAMES FOR JUNIOR HIGH SCHOOL STUDENTS

2016 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
Samsul Arifin ◽  
Noviana Tri Purwanti
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Oral Communication ◽  
School Students ◽  
Advantages And Disadvantages ◽  
Teaching Procedure ◽  
Communication Games ◽  
Public Middle School ◽  
8Th Grade ◽  
Improve Student Achievement

<p>Speaking is the most important skill to learn. Communication Games is one strategy that can be used to teach speaking. Communication Games are activities in the classroom that aim to practice oral communication. The purpose of this study was to determine the use of Communication Games in speaking teaching and the advantages and disadvantages of Communication Games in teaching speaking at the 8th grade at Nguntoronadi 1 Public Middle School in the 2013/2014 academic year. The method in this study is descriptive qualitative. The results of this study: (1) the teaching procedure of speaking with Communication Games was carried out through 3 activities. Opening, the teacher greets students, checks attendance, performs apperception. Core activities, the teacher divides students into groups, the teacher gives themes, students discuss themes, the second group guesses the first group messenger, each group makes paragraphs based on the topics obtained, the teacher helps the students difficulties, each group presents the results of the discussion. Concluding, the teacher reviews and concludes the material. This procedure is based on RPP and theories from Herrell and Jordan (2008: 95) in chapter II. (2) Advantages: Communication Games can increase students' interest in speaking, can improve student achievement in speaking, can help students actively communicate directly. The disadvantage: there are some students who are lackluster and some students are embarrassed when speaking directly.</p>

scholarly journals PENGEMBANGAN WEBLOG SEBAGAI SUMBER BELAJAR PADA MATERI PENCEMARAN UNTUK SISWA SMP

Biogenesis ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Putri Rahmadianti ◽  
Evi Suryawati ◽  
Mariani Natalina, L
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Choice Test ◽  
School Students ◽  
Student Responses ◽  
High Category ◽  
8Th Grade ◽  
Addie Model

This research aims develop weblog media about environmental contamination material to determine the reflective thinking skills of junior high school students. The development of a weblog as a learning medium used the ADDIE model. In this research up to the development phase. The weblog design has gone through the validation phase. The validation was performed by 4 validators using a validation sheet. Student responses were collected using a questionnaire and reflective thinking skills using multiple choice test. The developed weblog has been tested on 20 students of 8th grade. The results showed that the use of blogging media positively impacted students' reflective thinking skills, given the increase in mean pre-test and post-test scores from a score of 69.5 to 82. The increase in reflective thinking skills was seen in of the three indicators of reflective thinking, namely reacting from 79% to 81,5% in high category, elaborating from 50% in low category to 75% in high category and contemplating from 67% in normal category to 78,4% in high category. The use of blogging media to reinforce thinking skills is also supported by the results of student responses with an average result of 92,8% for aspects of reflective thinking.

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