Computer loses in king-size blunder

ICGA Journal ◽  
2020 ◽  
Vol 42 (2-3) ◽  
pp. 90-98
Author(s):  
T.A(Tony) Marsland
Keyword(s):  
High School ◽  
Junior High School ◽  
Grammar School ◽  
Problem Solving Skills ◽  
Class A ◽  
School Year ◽  
Computer Chess ◽  
The Uk ◽  
The University ◽  
Better Than

This article is based on my personal reminiscences about the early days of computer chess tournaments, describing not only how different the technology was, but also that progress was steady and continues today in the broader field of Artificial Intelligence. The author was a participant in the 1st ACM computer chess championship (1970) and continued to compete well into the 1980s. Speaking for myself, I learned how to play chess in Junior High School (actually King Charles 1 Grammar School in Kidderminster, UK), but now only remember losing in a simultaneous game with C.H.O’D. Alexander (the UK Chess Champion) in 1950. In High School (Preston Grammar School) I played for the school’s chess team, who were undefeated in the 1954–55 school year. Naturally I played for the University of Nottingham (where I was studying Mathematics), and later for the Bedfordshire County team, before leaving to join Boeing, Seattle, in 1962. That said, I don’t think I was ever better than a Class A player. Basically, I have played chess all my life, and it has helped develop my problem-solving skills.

scholarly journals PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MELALUI PEMBELAJARAN BERBASIS MASALAH SISWA SMP

2018 ◽  
Vol 1 (4) ◽  
pp. 487
Author(s):  
Sutiana Ferica Resilona ◽  
Wahyu Hidayat ◽  
Heris Hendriana
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Research Instrument ◽  
Purposive Sampling ◽  
Better Than

This research is motivated by the results of previous research which shows that students' mathematical problem-solving ability is not as expected. One of the learning to improve the problem-solving ability of mathematics is problem-based learning. The purpose of this study is to determine the improvement of students' mathematical problem-solving skills as a result of problem-based learning. This study is a quasi-experiment that implements two lessons: problem-based learning and conventional learning. Population in this research is a student of the junior high school in Regency of West Bandung. Sampling was done by purposive sampling and obtained two classes as research sample. The research instrument used is the test of mathematical problem-solving ability. Based on the results of the analysis, it can be concluded that the improvement of the problem-solving ability of mathematical students who get problem-based learning is better than the students who get conventional learning.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

scholarly journals IMPLEMENTASI PENDIDIKAN MATEMATIKA REALISTIK (PMR) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK DAN KEMANDIRIAN BELAJAR PESERTA DIDIK

2018 ◽  
Vol 6 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Dedi Muhtadi ◽  
Sukirwan Sukirwan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
School Level ◽  
Control Group ◽  
Final Conclusion ◽  
High School Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Better Than

Penelitian ini bertujuan untuk menggambarkan pencapaian dan peningkatan kemampuan berpikir kreatif matematik (KBKM) dan kemandirian belajar peserta didik melalui implementasi Pendekatan Matematika Realistik (PMR). Populasi penelitian ini adalah peserta didik SMP Negeri di Kota Tasikmalaya. Sampel penelitian adalah peserta didik kelas VIII yang mewakili satu sekolah level tinggi dan satu sekolah level sedang. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain kelompok kontrol pretes-postes. Instrumen yang digunakan yaitu tes KBKM, skala kemandirian belajar peserta didik, dan lembar observasi. Analisis data menggunakan uji Kruskal Wallis. Dari hasil penelitian disimpulkan: 1) Pencapaian dan peningkatan KBKM kelompok PMR lebih baik dari kelompok PK; dan 2) Pencapaian dan peningkatan kemandirian belajar kelompok PMR lebih baik dari kelompok PK.The purposes of this study are to describe the enhancement and the achievement of students’ Mathematical Creative Thinking Skills (MCTS) and Self Regulated Learning (SRL) through implementation of Realistic Mathematics Education (RME) and Conventional Learning (CL). The population of this study were Junior High School students in Tasikmalaya City. The sample of this study were eighth grade students representing the high school level and the medium school level. This research is a quasi-experimental design with pretest-posttest control group. The instrument used is a test MCTS, scale independence of learners, and the observation sheet. Analysis of data using Kruskal Wallis test. The final conclusion: 1) Achievement and improvement of MCTS RME group is better than CL group; and 2) Achievement and improvement of Self Regulated Learning (SRL) RME group is better than CL group.

The University of Denver's University for Youth

1981 ◽  
Vol 5 (3) ◽  
pp. 160-169 ◽  
Author(s):  
Elinor Katz ◽  
Ken Seeley
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Level ◽  
After School ◽  
High School Level ◽  
University Of Denver ◽  
School Year ◽  
Innovative Program ◽  
The University

The University for Youth is an innovative program for gifted and talented children from preschool through high school level. For six weeks during the summer, and after school during the school year, the University of Denver offers a wide variety of courses to stimulate and challenge young minds.

scholarly journals KEBUGARAN FISIK SISWA YANG MENGIKUTI KEGIATAN EKSTRAKURIKULER OLAHRAGA LEBIH BAIK DIBANDINGKAN DENGAN SISWA YANG HANYA MENGIKUTI MATA PELAJARAN PENJAS DI SMPN 02 MASBAGIK KABUPATEN LOMBOK TIMUR TAHUN PELAJARAN 2016/2017

2018 ◽  
Author(s):  
Makbullah ◽  
Made Muliarta ◽  
Gde Ngurah Indraguna Pinatih ◽  
Luh Made Indah Sri Handari Adiputra ◽  
Ida Bagus Ngurah ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Physical Fitness ◽  
Junior High School ◽  
Random Sampling ◽  
Junior High ◽  
Cross Sectional ◽  
Physical Education Lesson ◽  
Better Than

This research based on practice at junior high school, while physical education lesson we found that the physical fitness of the student are weak. Physical fitness is ability of someone to doing physical activity or make some move in periodic time without have a terrible tired and still have rest of power to dounexpected work.The aims of this research is to knowing the fitness of students who has following the physical education and extracurricular sport more better then the usual student. This research is observational analytic with cross sectional method. Location of this research in 02 masbagik junior high school and using 66 sample divided into 2 groups by random sampling, 33 are usual student, and 33 student that have an extracurricular lesson. Based on analyze of SPSS confirmed that the physical fitness of student that have an extracurricular was better than usual student by 1000 M distance of running test. The usual student got 7,2667±2,12584 minute with median 6,4300 (p = 0,001) while the extra student got 5,4297±1,19317 minute median 5,2300. Based on this research we can confirmed that the level of physical fitness of the student who have the extra lesson was better than the usual student who haven’t the extra lesson.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN MONOPOLI PADA MATERI SISTEM PENCERNAAN DI SMP

2019 ◽  
Vol 5 (1) ◽  
pp. 10-22
Author(s):  
Khalida Ulfa ◽  
Lia Rozalina
Keyword(s):  
High School ◽  
Data Collection ◽  
Junior High School ◽  
Learning Process ◽  
Digestive System ◽  
Small Scale ◽  
Student Centered ◽  
Before And After ◽  
Development Methods ◽  
Better Than

This research was aims to developed, feasibility and compare differences in learning out-comes before and after used Monopoly Games Smart (MGS) learning media on digestive system topic in junior high school IBA Palembang. Research applies Research and Development methods with steps, namely define, design, and development. Egibility was based on the evaluation of media expert and small scale trials. Data collection in this study used interviews, questionnaire and documentation. Analysis tehcnique were including analysis of product data.. The results show that the Monopoly Games Smart (MGS) learning media has significant effect in improving the mastery of concept. Based on students mastery of concept showed that the implementation of learning using Monopoly Games Smart (MGS) is better than convensional. The learning process in the digestive system topic is more effective and student centered which makes students more active in learning and makes the learning process more meaningful. If the learning response is good, mastery of the concept will be good.

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