scholarly journals High School Chemistry and Enem: A curricular comparison

2021 ◽  
pp. 89-99
Author(s):  
Julia Santana Gortz ◽  
Salvador Rodrigues Taty ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
Euzébio de Oliveira ◽  
...  
Keyword(s):  
High School ◽  
Content Analysis ◽  
Practical Knowledge ◽  
Multiple Choice ◽  
Practical Experience ◽  
Technical Chemistry ◽  
Multiple Choice Questions ◽  
High School Chemistry ◽  
Curriculum Content ◽  
Federal Institute

The National High School Exam (ENEM) is an assessment consisting of an essay and multiple choice questions. This assessment aims to measure the knowledge acquired during high school. The purpose of this article is to compare the content of the questions of the Chemistry component of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The research was carried out using chemistry questions from the National High School Exam (ENEM) taken from the Super Professor (software) program. The content taught in the three years of the technical course in chemistry at the Federal Institute of Amapá (IFAP) meets the requirements of the National High School Exam (ENEM). The workload is also sufficient for the development of basic and technical disciplines. The content analysis demonstrates that, as it is a technical course, it provides in-depth knowledge, which increases the subsidy for carrying out the ENEM. This content is formed by theory and also by a great practical experience (laboratory). Practical knowledge helps enormously the fixation of learning and provides knowledge to discuss the contents.

scholarly journals Teaching clinical ethics to intern doctors by integrated seminar and online discussions

2021 ◽  
Vol 0 ◽  
pp. 1-7
Author(s):  
Nilima Shah ◽  
Chetna Desai ◽  
Shivani Patel ◽  
Ganpat K. Vankar ◽  
Minakshi Parikh
Keyword(s):  
Content Analysis ◽  
Clinical Ethics ◽  
Online Discussion ◽  
Practical Knowledge ◽  
Multiple Choice ◽  
Online Discussions ◽  
Multiple Choice Questions ◽  
Online Forum ◽  
Clinical Rotations ◽  
Educational Project

Objectives: We report our experience of an educational project conducted with the objectives of inculcating the knowledge and encouraging the application of the principles of clinical ethics among intern doctors. Materials and Methods: An interdepartmental, integrated, interactive seminar was conducted by the departments of psychiatry, pharmacology, surgery, and medicine for various aspects of clinical ethics. A pre-post 20-item test of multiple-choice questions (MCQs) was conducted with the seminar. It was followed by 45 days of online discussion on clinical ethics among the participants of the seminar. Content analysis of the online discussion was done. Feedback was taken after the seminar and online discussion. Results: Fifty intern doctors participated in the seminar and 34 in the online discussion. The MCQs’ score significantly increased from 10.7 to 16.8 out of 20. There were 35 posts and 66 comments about clinical ethics made on the online forum. The feedback revealed that the interns wanted more departments to be involved in the seminar and practical knowledge was gained from the online discussion. It also suggested that this combination of seminar followed by online discussion encouraged them to apply the principles in their clinical rotations. Conclusion: Integrated teaching and online discussion were effective in sensitizing the intern doctors, enhancing their knowledge, and encouraging the application of the principles of clinical ethics.

scholarly journals Physics at ENEM and in the technical chemistry course at the Instituto Federal Do Amapá (IFAP): A curricular comparison

2021 ◽  
pp. 80-88
Author(s):  
Denny Rodrigues do Carmo ◽  
Argemiro Midonês Bastos ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
Euzébio de Oliveira ◽  
...  
Keyword(s):  
Higher Education ◽  
High School ◽  
Federal Government ◽  
Science And Technology ◽  
Technical Chemistry ◽  
Curriculum Content ◽  
High School Physics ◽  
Federal Institute ◽  
Education Science

The National High School Examination (ENEM) is an evaluative and selective tool for students to enter higher education. The Federal Institutes of Education, Science and Technology (FIs) are institutions created by the Federal government with the objective of training competent professionals. The purpose of this study is to compare the content of the Physics questions of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The teaching of physics in the technical course in Chemistry at IFAP does not present a division that prioritizes the subjects most present in ENEM. ENEM usually contextualizes its questions. This could be a common practice in high school physics, as it would help in your better understanding. In addition, it is necessary not to fragment the content during teaching, nor as its composition with other subjects. The IFAP technical course would not be the appropriate place of study for those who just want to finish high school. The content goes beyond what is required, but with cutouts focused on the technical part, including laboratory practices and strictly technical disciplines. The absence of interdisciplinarity and contextualization makes it difficult to absorb the content, forming students with difficulty in thinking about physics.

scholarly journals Pengaruh Media Pembelajaran dalam Tataran Strategi Pembelajaran TPS (Think- Pair - Share) Terhadap Retensi Belajar Siswa SMA Mitra Inalum

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Irwansyah Irwansyah
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Multiple Choice ◽  
Achievement Test ◽  
Senior High School ◽  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Strategy Type ◽  
Static Picture

This research was aimed to know The best learning strategy between the cooperative learning strategy type TPS with animation media, cooperative learning strategy type TPS with static picture media, and conventional learning strategy to the memory retency of XI grade students in State Senior High School Mitra Inalum. This research was conducted with quasi experiment methods with three classes which sample randomly, XI IA.1 class with cooperative learning strategy type TPS with animation media; XI IA. 2 class with , cooperative learning strategy type TPS with static picture media, and XI IA. 3 class with conventional learning strategy. Instrument in this research used achievement test in the form of 50 multiple-choice questions that have been tested for validity, reliability, dicrimination power, and difficulty level. Student’s retency memory can be gathered from the achievement test after 21 days sub matter is done finished. The techique of analysis used analysis of covarians with SPSS 17.0 for Windows. The result of this research and test shows the best learning strategy to  get student memory retency is cooperative learning strategy type TPS with static picture media, continued by cooperative learning strategy type TPS with animation media, and then with conventional learning strategy. There are differences between memory retency XI grade students in State Senior High School of Mitra Inalum thay by used the cooperative learning strategy type TPS with animation media, cooperative learning strategy type TPS with static picture media, and conventional learning strategy (Sig.= 0.03 < 0.05).

scholarly journals Interactive e-module using Zoom Cloud Meeting platform to reduce misconceptions on salt hydrolysis material

2021 ◽  
Vol 15 (2) ◽  
pp. 283-290
Author(s):  
Maria Erna ◽  
Lenny Anwar ◽  
Mazidah Mazidah
Keyword(s):  
High School ◽  
Research Design ◽  
Multiple Choice ◽  
Sampling Technique ◽  
Senior High School ◽  
Multiple Choice Questions ◽  
Purposive Sampling

This study aimed to determine the effectiveness of using an interactive e-module to reduce students’ misconceptions on salt hydrolysis material at grade XI in senior high school. This study implemented a pre-experiment with one group pretest-posttest research design, which utilized one class as the experimental class. Samples were selected by using purposive sampling technique, and it was obtained one class as the experimental class, namely class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before giving the treatment, the sample was administered a pretest and after the treatment, they were given a posttest. The pretest and posttest questions occupied three-tier multiple choice questions. The reduction of misconceptions on Salt Hydrolysis material after using the interactive e-module was 16.21%. The study found that interactive e-modules effective to reduce misconceptions on salt hydrolysis material was significant.

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

LEKSIKA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 9
Author(s):  
Rohmatul Jannah ◽  
Didin Nuruddin Hidayat ◽  
Nida Husna ◽  
Imam Khasbani
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Item Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High School English ◽  
Test Items ◽  
Discriminating Power ◽  
Trial Testing

The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.

scholarly journals KEMAMPUAN GURU BAHASA INDONESIA DALAM MEMBUAT SOAL TES BERBASIS HOTS (HIGHER ORDER THINKING SKILLS) DI SMP SEKECMATAN KARANGNUNGGAL

2020 ◽  
Vol 16 (1) ◽  
pp. 22
Author(s):  
Deni Chandra ◽  
Dedi Heryadi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills ◽  
Bahasa Indonesia

ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan (1) kemampuan guru mata pelajaran Bahasa Indonesia dalam membuat soal tes berbasis Higher Order Thinking Skills (HOTS) tingkat SMP se-Kecamatan Karangnunggal Kabupaten Tasikmalaya dan (2) menganalisis kesesuaian soal tes yang dibuat oleh guru mata pelajaran Bahasa Indonesia ditinjau dari kriteria soal Higher Order Thinking Skills (HOTS). Penelitian ini dilaksanakan di tiga Sekolah Menengah Pertama (SMP) yang berada di Kecamatan Karangnunggal Kabupaten Tasikmalaya dengan menggunakan metode deskriptif kualitatif.Sumber data dalam penelitian ini adalah guru mata pelajaran Bahasa Indonesia yang secara keseluruhan berjumlah 7 orang. Sumber data dari SMP N 1 Karangnunggal sebanayak 2 orang, dari SMP Negeri 3 Karangnunggal sebanyak 2 orang dan dari SMP IT Karangnunggal sebanyak 3 orang. Data yang diperoleh berupa soal esai dan pilihan ganda yang dibuat oleh setiap responden.Pemerolehan data dalam penelitian ini menggunakan instrumen tes.Data tersebut dikaji dengan teknik analisis deskriptif. Hasil pengkajian pertama diperoleh kemampuan guru mata pelajaran Bahasa Indonesia dalam membuat soal tes berbasis HOTS dalam bentuk esai maupun pilihan ganda masih rendah. Hal tersebut terbukti dari jumlah keseluruhan soal yang masih berada pada ranah ingatan (C1).Hasil pengkajian yang kedua diperoleh bahwa bentuk soal pilihan ganda ataupun esai belum memenuhi kriteria soal HOTS yang baik.Hal itu terbukti dari masih banyaknnya soal pilihan ganda ataupun esai yang belum menggunakan stimulus yang menarik dan kontekstual, mengukur kemampuan kognitif level analisis, evaluasi, maupun mencipta serta belum mengandung jawaban yang tersirat.KATA KUNCI: Higher Order Thinking Skills (HOTS); Kemampuan Guru; Soal Tes>ABILITY OF INDONESIAN TEACHERS IN MAKING TEST BASED HOTS (HIGHER ORDER THINKING SKILLS) IN JUNIOR HIGH SCHOOL DISTRICT KARANGNUNGGAL�ABSTRACT: This research is aimed to describe (1) the ability of Bahasa Indonesia teachers to construct the questions based on HOTS for Junior High School students in Karangnunggal district Tasikmalaya and (2) the analysis of examination questions that are made by Bahasa Indonesia teachers considering the criteria of HOTS. This research was conducted at 3 Junior High School in Karangnunggal district by using qualytative descriptive method. The data source in this research is teachers of Bahasa Indonesia which amount 7 teachers. The data source are 2 teachers from SMPN 1 Karangnunggal, 2 teachers from SMPN 3 Karangnunggal, and 3 teachers from SMP IT Karangnunggal. The data gained are essay questions and multiple choice questions which are made by each respondent. The aquisition of the data in this research is using test. Those datas are examined by using descriptive analysis technique. The result of first assesment is that the ability of Bahasa Indonesia teachers to construct the quesrions based on HOTS in essay and multiple choice form is skill low. That statment is proven from the whole numbers of questions that is in memory domain (C1). The second assesment results that the assay and multiple choice from have not fulfilled the criteria of a good HOTS questions. That statment is proven from the essay and multiple choice questions that are still lack of interesting and contextual stimulants, measure that analysis level, evaluation level, and creating level of cognitif ability and also have not contained implicit answer.KEYWORDS: Higher Order Thinking Skills (HOTS); Teachers Ability; Test Question.

Examining the sources of high school chemistry teachers’ practical knowledge of teaching with practical work: from the teachers’ perspective

2021 ◽  
Author(s):  
Bo Chen ◽  
Lijun Chen
Keyword(s):  
High School ◽  
Peer Coaching ◽  
Practical Knowledge ◽  
Learning Experience ◽  
Teaching Experience ◽  
Practical Work ◽  
Classroom Observations ◽  
High School Chemistry ◽  
Training Experience ◽  
Chemistry Teachers

This research aimed to examine the contributions of different sources in developing high school chemistry teachers’ practical knowledge of teaching with practical work in China. The examination was conducted on a theoretical framework in which the conceptualization of PCK and nine sources of teachers’ PCK were involved. Through a questionnaire survey of 323 chemistry teachers, the findings included the following aspects. Firstly, among the nine sources, overall, ‘teaching practices’, ‘curriculum materials’, ‘classroom observations’, and ‘peer coaching’ were recognized as the core sources, whereas ‘learning experience’ was regarded as the peripheral source. Secondly, for the five components of PCK of teaching with practical work, the contributions of the nine sources are different. Thirdly, three sources were found to be significantly different among teachers who have different years of teaching experience: ‘pre-service training experience’, ‘classroom observations’, and ‘peer coaching’. In the last part of this paper, the implications of the findings and the suggestions for the further studies were discussed.

scholarly journals Identifitacion of Students' Misconceptions in Static Fluid

2020 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Haritsah Alfad
Keyword(s):  
High School ◽  
Hydrostatic Pressure ◽  
Subject Matter ◽  
Multiple Choice ◽  
The State ◽  
Multiple Choice Questions ◽  
Static Fluid

This study aimed to identify students’ misconceptions in static fluid covering Archimedes’ Principle and hydrostatic pressure. The used-instruments were of 10 multiple choice questions supported by reasons for answers. The method used in this research was giving the exercise in the form of questions to 32 students of XI class who had received subject matter of Archimedes’ Principle and hydrostatic pressure at middle and high school levels. The results of the students’ answers were then analyzed and presented qualitatively and quantitatively. Based on the analysis of students’ answers obtained 16 types of misconceptions in static fluid. In comprehending Archimedes' Principle, most students experienced difficulties in determining the state of floating, sinking and determining magnitude of buoyancy of objects in a fluid. While on hydrostatic pressure topic, most students found it difficult to determine the amount of hydrostatic pressure at a point in the fluid.

scholarly journals EXAMINATION OF CHEMICAL REPRESENTATIONS IN TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS

2017 ◽  
Vol 16 (4) ◽  
pp. 472-499
Author(s):  
Betül Demirdöğen
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Content Analysis ◽  
Future Research ◽  
High School Chemistry ◽  
Multiple Representation ◽  
Surface Features ◽  
Chemistry Textbooks ◽  
Generic Qualitative ◽  
Chemical Representations

The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including five main criteria was used: (1) type of representation, (2) interpretation of representations’ surface features, (3) representations’ relatedness to text, (4) properties of representations’ caption, and (5) degree of correlation between subordinates comprising a multiple representation. The results of the research revealed that the chemical representations used in the textbooks are mainly macroscopic, symbolic, and hybrid. Majority of the representations had explicit surface features and appropriate captions. Moreover, they were completely related to the text. Most of the multiple representations had sufficient links between their subordinates. Recommendations for textbook writers and future research are provided. Keywords: chemistry textbooks, chemical representations, generic qualitative research, content analysis.

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