scholarly journals PENALARAN DEDUKTIF SISWA SMP DALAM MENYELESAIKAN MASALAH GEOMETRI BERDASARKAN PERBEDAAN GENDER

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ahmad Afandi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Deductive Reasoning ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Planning Phase ◽  
Draw Conclusion ◽  
The Given

This study is aimed to describe deductive reasoning e of Junior High School Students in solving geometry problem based on gender difference. Deductive reasoning in this study refers to general premise, specific premise, conclusion drawing. The subjects of this study are two Junior High School Students. The technique of collecting data applied in this study are task giving and interview. The result of the study would be presented as follows: (1) deductive reasoning e of the male student; at the planning phase for solving problem, subject could formulate general premise and mention the premises which were used to solve the given problem. Subject could also formulate specific premise by giving logical premise referring to general premise based given problem, and he could draw conclusion by determining the strategy firstly to solve the given problem. At the executing planning phase for solving the problem, subject could formulate general premise using premises in order to solve the given problem. Subject could also formulate specific premise by determining logical premise referring to general premise based given problem, and he could draw conclusion using general and specific premise that had been proved. (2) Deductive reasoning e of the female student; at the planning phase for solving problem, subject could formulate general premise by mentioning the premises which were used to solve the given problem. Subject could also formulate specific premise by giving logical premise referring to general premise based given problem, and he could draw conclusion by determining the strategy firstly to solve the given problem. At the executing planning phase for solving the problem, subject could formulate general premise using premises which were used to solve the given problem. Moreover, subject could not formulate specific premises and the way he drew the conclusion was contradictive to the strategy he determined at the planning phase for solving problem.

Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Musarokah Siti ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Final Examination ◽  
School Students ◽  
Cognitive Domains ◽  
Reading And Writing ◽  
Test Items

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination

A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students

2010 ◽  
Vol 4 (1) ◽  
pp. 239-253
Author(s):  
Sean Wiebe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Change ◽  
Junior High School ◽  
Critical Consciousness ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Poetic Inquiry ◽  
Classroom Conversation

In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.

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