The use of seamless learning strategy on student vocabullary mastery

This study aims to see empirical evidence of the effect of unlimited learning on students’ vocabulary mastery. Researchers used experiments in class 1 MTs Darussalam Gapluk Purwosari Bojonegoro. It aims to increase students’ awareness by expanding their room from home and school to their everyday lives. Seamless learning allows for continuous learning experiences in a number of environments, such as school or home, while seamless learning is spread across multiple environments. Seamless learning is a flawless network where learning takes place anywhere and anytime. Some of the benefits of using a seamless approach include: 1) students can study classes and time without limits 2) students can study at any time, and anywhere 3) integrated learning between formal and non-formal education. Based on the outcome of the estimation of post-test, the average post-test score was 82.6667, while the pre-test average was 52000. This means that the average post-test is 52000. The score is higher than the pre-test.

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PENINGKATAN PRESTASI BELAJAR BAHASA ARAB ASPEK AT-TARĀKIB DENGAN STRATEGI DRILL BERBASIS ACCELERATED LEARNING

Tajdidukasi: Jurnal Penelitian dan Kajian Pendidikan Islam ◽

10.47736/tajdidukasi.v8i2.261 ◽

2019 ◽

Vol 8 (2) ◽

Author(s):

Helmy Fauzi Awaliyah

Keyword(s):

Test Score ◽

Concept Maps ◽

Learning Strategy ◽

Accelerated Learning ◽

Learning Models ◽

Average Value ◽

Post Test ◽

Test Increase ◽

11Th Grade ◽

Material Concept

This research is based on the fact that the low Arabic values of the At-Tarākib aspect of the 11th grade students of Accounting Muhammadiyah 2 Yogyakarta. This is due to several factors, including inappropriate learning models and strategies. This research is a classroom action research (CAR) consisting of two cycles. This aims to determine the improvement of learning achievement in Arabic aspects of At-Tarākib. The results showed that learning with the Drill-based Accelerated Learning strategy could improve the achievement of learning Arabic in the aspect of At Tarākib. In first cycle the average value of pre-test score was 48 and post-test score 70, so the increase was 22. The meaning of students' understanding of the material increased. Some students are able to make material concept maps and can make sentences according to the material. In the second cycle the pre-test score was 66 and the post-test score was 84, so the increase was 24. The average post-test increase from the first cycle in the second cycle was 14. Its meaning, most students were able to make concept maps about the material and were able make sentences according to the material.

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EFFECTIVENESS OF CRITICAL MULTILITERATION MODEL WITH RADEC MODEL ON THE ABILITY OF WRITING EXPLANATORY TEXT

EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru ◽

10.17509/eh.v12i1.17445 ◽

2020 ◽

Vol 12 (1) ◽

pp. 1-14

Author(s):

Dadan Setiawan ◽

Tatat Hartati ◽

Wahyu Sopandi

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Test Score ◽

Scientific Explanation ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Class 1 ◽

Post Test ◽

Explanatory Text

Abstract: Developing students' skill in writing scientific explanation is one of the main goals in education. The purpose of this study is to determine the effectiveness of the critical multi-literation model and the RADEC model on the ability in writing explanatory text of elementary school students. This research is conducted on 5th grade students of SDN 122 Cijawura, Buah Batu, Bandung. The samples used in this study are 39 students in the experimental class 1 that used the critical multi-literation model and 38 students in the experimental class 2 that used the RADEC model. The research method used in this study is a quasi-experimental method with a non-equivalent pre-test and post-test control group design. Based on the results of the study, it is found that the pre-test score in the experimental class 1 is 36.6 and the post-test result is 78. Whereas in the experimental class 2 the pre-test score obtained is 48.1 and the post-test score is 68.9. Furthermore, from the results of the independent sample test, the results of the post-test mean difference test are sig = 0.018, so it can be concluded that there are significant differences in the ability to write explanatory text of students between the experimental class 1 and the experimental class 2. Based on these results, the multi-literation model critical is more effective than the RADEC model in developing the ability in writing explanatory text in elementary school students.

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Penguatan Efikasi Diri Pedagang Pasar Tradisional Melalui Pelatihan Kewirausahaan yang Berorientasi pada Modal Psikologi Positif

DEDIKASI ◽

10.26858/dedikasi.v21i1.9429 ◽

2019 ◽

Vol 21 (1) ◽

Author(s):

Elpisah Amir ◽

Muhammad Hasan

Keyword(s):

Test Score ◽

Formal Education ◽

Tertiary Education ◽

Economic Education ◽

Added Value ◽

Study Program ◽

Training Activity ◽

Traditional Markets ◽

Traditional Market ◽

Post Test

Entrepreneurship development programs must not only be carried out in formal education, such as at the level of primary, secondary and tertiary education, but also must be developed in informal and non-formal education in the community. The entrepreneurship program also has to be applied for traditional market traders. The training activity aims to provide an understanding of the importance of positive psychological capital in the management and sustainability of businesses for the traditional market traders. The training activity was conducted at the Laboratory of Economic Education Study Program, Faculty of Economics, Makassar State University, which was attended by traditional market traders from 3 traditional markets in Makassar City. The implementation of this activity strongly supports the entrepreneurship program in the informal sector. Because by doing this program, it can provide added value for traditional market traders in managing the sustainability of their business. There were changes of knowledge and attitudes of traditional market traders after participating in this activity. It could be seen from the increase of the participants' post-test score compared to the pre-test score.

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Peningkatan Kemampuan Analisis pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan dengan Menerapkan Model Pembelajaran Kooperatif Picture and Picture

Journal on Education ◽

10.31004/joe.v3i01.356 ◽

2021 ◽

Vol 3 (01) ◽

pp. 163-176

Author(s):

Tiurma Simatupang

Keyword(s):

Student Achievement ◽

Cooperative Learning ◽

Test Score ◽

Learning Model ◽

Class Iii ◽

Average Value ◽

Analytical Skills ◽

Class 1 ◽

Post Test ◽

Improving Student Achievement

This study aims to improve analytical skills in Pancasila and citizenship education subjects by applying the picture and picture cooperative learning model. The subjects of this study were 33 students of class 1-A. This research was conducted at SDN Wonokusumo VII/46 Surabaya with an action research mechanism consisting of two cycles of action. Based on the results of data analysis and discussion, it can be concluded that the application of the picture and picture cooperative learning model can improve the ability to analyze and improve student achievement in Class III-B SDN Wonokusumo VII/46 Surabaya City. This can be seen from the increase in the ability to analyze students in improving their learning outcomes. The effectiveness of the application of the picture and picture cooperative learning model in improving student achievement in Class III-B SDN Wonokusumo VII/46 is shown through an increase in the average post-test score, an increase in the percentage of classical completeness and an increase in the value of observation on students' analytical skills. The average post-test score in cycle I was 74.5 and cycle II was 78.4. Classical completeness in cycle I 76% and cycle II 94%. The average value of the observation on the students' ability to analyze in cycle I was 79.6 and cycle II was 82.0.

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The analysis

10.31237/osf.io/axrmw ◽

2019 ◽

Author(s):

Fariha Azalea

Keyword(s):

Secondary School ◽

Direct Observation ◽

Test Score ◽

Learning Experience ◽

Descriptive Study ◽

Cognitive Test ◽

21St Century Skill ◽

Maximum Angle ◽

Post Test ◽

Collaboration And Communication

This article exposes how STEM-based learning is applied in science class to give students meaningful learning experience in the topic of Pascal Law. This study is motivated by the demand of 21st century skill which expect people to have 4C skills; critical thinking, creativity, collaboration, and communication. In this study, STEM-based learning is conducted at a private secondary school located in Bandung with 28 students of grade 8 as the subjects. Students are provided a problem related to the application of Pascal Law namely hydraulic bridge. They are challenged to design their own hydraulic bridge which can be lifted with maximum angle but in minimum time. A descriptive study is taken where all the data is obtained through direct observation and students’ interview. Based on cognitive test, there is difference on pre-test and post-test score that resulting in the number of gain. Based on direct observation, none of students just sitting on their seat without activities and all are on collaboration to reach their goal. Students’ interview indicates they enjoy learning process as it is their first experience accomplishing a project and it makes them more understand the concept through the real application. Overall of the study, STEM-based learning through hydraulic bridge project stimulates students to be able to think critically, to be creative, to collaborate, and to communicate.

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THE EFFECT OF MOBILE ACCESS (AUDIO VISUAL EASY LEARN ENGLISH) ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 11 KENDARI

Journal of Teaching English ◽

10.36709/jte.v4i3.13962 ◽

2019 ◽

Vol 4 (3) ◽

pp. 335

Author(s):

Eva Veronica ◽

Mursalim Mursalim

Keyword(s):

Test Score ◽

Control Group ◽

Vocabulary Test ◽

Seventh Grade ◽

Mobile Access ◽

Post Test ◽

Quasi Experimental ◽

And Control ◽

Experimental Group ◽

Vocabulary Achievement

The objective of this study is to find out the effect of using mobile access (Audio Visual Easy Learn English) on students’ vocabulary achievement at SMPN 11 Kendari. Mobile Access (Audio visual easy learn English) as a media in learning teaching process. This research used quasi experimental design, the population is all seventh- grade students, and the sample is class VII1 as the experimental group and VII2as control group. The experimental group consisted of 30 students and control group consisted of 21 students. The research instrument consisted of 44 questions of vocabulary test. To collect the data, the researcher gave pre-test, taught by using Mobile Access (Audio Visual Easy Learn English), and giving post-test. Mean score of post-tests (79.63) in experimental class is higher than pre-test score (59.66). While, in control class also has improvement but not too significant. It can be seen on post-test score (64.80) is higher than pre-test score (55.19). Based on the calculation of T-test, it shows that tcount = 3.775, while t-table =2.010 at level of = 0.05 with DF = 49. It means that tcount is higher than table, Therefore H0 was rejected and H1 was accepted. This can be concluded that there was a significant effect of using a significant effect using Mobile Access (Audio Visual Easy Learn English) on students’ vocabulary achievement at the seventh-grade students of SMPN 11 Kendari. Keywords: MA, Mobile Access, Audio Visual Easy Learn English, vocabulary achievement

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THE THE EFFECT OF ZUMBA EXERCISE FOR INCREASING ABDOMINAL STRENGTH IN WOMEN WHO HAS BEEN GIVING BIRTH AT NORTH SANGLAH VILLAGE

Majalah Ilmiah Fisioterapi Indonesia ◽

10.24843/mifi.2018.v06.i03.p03 ◽

2018 ◽

Vol 6 (3) ◽

pp. 9

Author(s):

I Gusti Ayu Rea Vera Wijaya ◽

A.A Nyoman Trisna Narta Dewi ◽

Susy Purnawati

Keyword(s):

Test Score ◽

Abdominal Muscle ◽

Wilcoxon Test ◽

Abdominal Muscles ◽

Exclusion Criteria ◽

Muscle Strengthening ◽

Group Design ◽

Strengthening Exercise ◽

Post Test ◽

Abdominal Muscle Strength

ABSTRACT Abdominal muscle strength decreasing could happen in women who has been giving birth. Zumba exercise is a modification of aerobic exercise with latin music and dance that could be used for muscle strengthening exercise. The purpose of the experiment is for knowing the effect of zumba exercise to increase the abdominal muscles strength in women who has been giving birth. The research is a pre-experimental with a pre-test and post-test one group design. The research has been done in North Sanglah Village with total of 18 samples that was chosen by the Curl Up test score and inclusion and exclusion criteria. Data analyzed using Saphiro Wilk test and Wilcoxon Test. The results shown there are significant increasing of abdominal muscles strength after given the zumba exercise, p=0,000 (p<0,05). Zumba exercise could increase the abdominal muscles strength in samples with a 26,7% increasing percentage. Keywords: zumba exercise, abdominal mucles strength decreasing.

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Effectiveness of using the iPad in Learning to Acquire the Mental and Performance Skills in Teaching Social Studies Curriculum

Journal of Curriculum and Teaching ◽

10.5430/jct.v6n1p1 ◽

2017 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Maadi Mahdi Alajmi ◽

Hanan Abdullah Al-Hadiah

Keyword(s):

Social Studies ◽

Test Score ◽

Design Method ◽

Statistical Processing ◽

Traditional Learning ◽

Control Group ◽

Mental Performance ◽

Eighth Grade Students ◽

Post Test ◽

And Performance

This study aims to examine the effectiveness of using the iPad in learning to acquire the mental and performanceskills in teaching the social studies. Using experimental design method, the study compared two groups: (a)experimental, taught using the iPad, and (b) control group, taught using the traditional learning without iPad. A totalof 48 (24experimental group and 24 control group) eighth grade students in state of Kuwait participated in this study.The study started on the second semester on 2015-2016 on the average of 6 weeks. After the test on the study sampleand the statistical processing, the results revolved that: (1) there are no significant differences between theexperimental and the control group in mental performance in pre-test score. (2) There are no significant differencesbetween the experimental and the control group in skills performance in pre-test score. (3) There are significantdifferences between the experimental and the control group in mental performance in post-test score in favor ofexperimental group. (4) There are significant differences between the experimental and the control group in skillsperformance in post-test score in favor of experimental group. Based on the results, the study concluded withrelevant recommendations regarding the implementation of using iPad technology in education, and suggested somefurther studies in this topic.

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Prospective, Multicenter Clinical Impact Evaluation of a 31-Gene Expression Profile Test for Management of Melanoma Patients

SKIN The Journal of Cutaneous Medicine ◽

10.25251/skin.2.2.3 ◽

2018 ◽

Vol 2 (2) ◽

pp. 111-121 ◽

Cited By ~ 13

Author(s):

Larry D Dillon ◽

Joseph E Gadzia ◽

Robert S Davidson ◽

Michael McPhee ◽

Kyle R Covington ◽

...

Keyword(s):

Gene Expression ◽

Gene Expression Profile ◽

Expression Profile ◽

Tumor Biology ◽

Primary Melanoma ◽

Risk Class ◽

Class 1 ◽

Post Test ◽

Melanoma Patients ◽

And Performance

Objective: A 31-gene expression profile (GEP) test that has been clinically validated identifies melanoma patients with low (Class 1) or high (Class 2) risk of metastasis based on primary tumor biology. This study aimed to prospectively evaluate the test impact on clinical management of melanoma patients.Methods: Physicians at 16 dermatology, surgical or medical oncology centers examined patients to assess clinical features of the primary melanoma. Recommendations for clinical follow-up and surveillance were collected. Following consent of the patient and performance of the GEP test, recommendations for management were again collected, and pre- and post-test recommendations were assessed to determine changes in management resulting from the addition of GEP testing to traditional clinicopathologic risk factors. Results: Post-test management plans changed for 49% (122 of 247) of cases in the study when compared to pre-test plans. Thirty-six percent (66 of 181) of Class 1 cases had a management change, compared to 85% (56 of 66) of Class 2 cases. GEP class was a significant factor for change in care during the study (p<0.001), with Class 1 accounting for 91% (39 of 43) of cases with decreased management intensity, and Class 2 accounting for 72% (49 of 68) of cases with increases.Conclusions: The reported study show that the 31-gene GEP test improves net health outcomes in the management of cutaneous melanoma. Physicians used test results to guide risk-appropriate changes that match the biological risk of the tumor, including directing more frequent and intense surveillance to high-risk, Class 2 patients.

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Rapid, Experience-Related Changes in the Organization of Children’s Semantic Knowledge

10.31234/osf.io/nv3fk ◽

2018 ◽

Author(s):

Layla Unger ◽

Anna Fisher

Keyword(s):

Learning Experiences ◽

Semantic Knowledge ◽

Knowledge Organization ◽

Control School ◽

School Based ◽

Naturally Occurring ◽

Rapid Changes ◽

Taxonomic Organization ◽

Post Test

The organization of knowledge according to relations between concepts is crucially important for many cognitive processes, and its emergence during childhood is a key focus of cognitive development research. Prior evidence about the role of learning and experience in the development of knowledge organization primarily comes from studies investigating naturally-occurring group differenes (such as children from rural vs. ubran settings, or children who own a pet vs. children who don’t). However, we know little about whether knowledge organization can be relatively rapidly molded by shorter-term learning experiences (e.g., on a time-scale of days vs. months and years). The present study investigated whether learning experiences can drive rapid, measurable changes in knowledge organization in children by investigating the effects of a week-long Zoo summer camp (compared to a control school-based camp) on the degree to which 4- to 9-year-old children’s knowledge about animals was organized according to taxonomic relations. Although there were no differences in taxonomic organization between the Zoo and the school-based camp at pre-test, only children who participated in the Zoo camp showed increases in taxonomic organization at post-test. These findings provide novel evidence that experiences can drive rapid changes in knowledge organization.

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