The Relationship between Social Sciences High School and Science High School Students' Multiple Intelligence Levels and Learning Styles

The research aims to know the level of depression and identity crisis among high school students of Koisnjaq city and to know the relationship between them as well as to clarify the impact of gender differences on them. To achieve this, a hundred students participated randomly. To collect data, the research adopted the two measures of identity and depression crisis. The validity and reliability of both scales were at a satisfactory level. After collecting and analyzing the information using the statistical package for social sciences (spss), the results showed that the level of depression on its edge as a clinical disease, and that the participants suffer from a certain level of identity crisis, and the results did not show any statistically significant relationship between the level of depression and the identity crisis. Finally, gender differences did not appear to be statistically significant for both depression and identity crisis.

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WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v19i3.55 ◽

2020 ◽

Vol 19 (3) ◽

Author(s):

CARMEN BATANERO ◽

NURIA BEGUÉ ◽

MANFRED BOROVCNIK ◽

MARÍA M. GEA

Keyword(s):

High School ◽

High School Students ◽

Statistics Education ◽

Sampling Distribution ◽

School Students ◽

Research Journal ◽

Science High School ◽

Sample Proportion ◽

The University ◽

The Relationship

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here. First published December 2020 at Statistics Education Research Journal: Archives

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The relationship between interpersonal intelligence and linguistic intelligence with mathematics learning achievement in high school students

Journal of Didactic Mathematics ◽

10.34007/jdm.v2i2.840 ◽

2021 ◽

Vol 2 (2) ◽

pp. 71-75

Author(s):

Fransiskus Hardi ◽

Maximus Tamur ◽

Fransiskus Nendi

Keyword(s):

High School ◽

Student Achievement ◽

High School Students ◽

Learning Styles ◽

Mathematics Learning ◽

School Students ◽

Learning Achievement ◽

Analysis Technique ◽

Improve Student Achievement ◽

The Relationship

In teaching, the teacher emphasizes identifying the dominant intelligence and learning styles to improve student achievement. However, exploring interpersonal and linguistic intelligence and its relationship to student achievement is still rarely done. This correlational research was conducted to describe the relationship between interpersonal and linguistic intelligence with high school students' mathematics learning achievement. The samples of this study were students of class XI SMA Budi Dharma Cancar Indonesia (n=30). The data were collected using a questionnaire and the pure grades of the students' midterm exams. The data analysis technique uses Product Moment Correlation as a statistical test tool to test the hypothesis of the relationship between two variables after fulfilling the prerequisite test. The results showed a positive relationship between interpersonal and linguistic intelligence and students' mathematics learning achievement. Although this study was limited to two bits of intelligence, it is essential to note that the findings of this study indicate that the number of intelligence at the dominant level can predict learning achievement in school.

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HUBUNGAN ANTARA KREATIVITAS DENGAN HASIL BELAJAR KOGNITIF SISWA KELAS X IPA BASIC SMA ABC PADA PEMBELAJARAN MATEMATIKA [ON THE RELATIONSHIP BETWEEN CREATIVITY AND COGNITIVE LEARNING OUTCOMES OF GRADE 10 BASIC SCIENCE HIGH SCHOOL STUDENTS IN MATHEMATICS LEARNING]

JOHME Journal of Holistic Mathematics Education ◽

10.19166/johme.v2i1.1268 ◽

2018 ◽

Vol 2 (1) ◽

pp. 34

Author(s):

Evander Banjarnahor ◽

Yonathan Winardi ◽

Kurnia Putri Sepdikasari Dirgantoro

Keyword(s):

High School ◽

High School Students ◽

Learning Outcomes ◽

Basic Science ◽

Mathematics Learning ◽

Cognitive Learning ◽

School Students ◽

Science High School ◽

The Relationship ◽

Cognitive Learning Outcomes

Creativity is a very important aspect of learning, including learning mathematics, because creativity helps students in problem solving. This article is an associative quantitative correlational research to determine the relationship between creativity and cognitive learning outcomes of students in grade 10 (basic science track) at a high school in Tangerang. Data collection techniques were carried out by questionnaires and tests. The questionnaire obtained data on the students' creativity and the tests gathered data on the students' cognitive learning outcomes. The results of the study showed that the creativity of the students were categorized as (1) high (14.29%) , (2) quite high at 55.10%, (3) fair (26.53%) and (4) low (4.08 %). For the cognitive learning outcomes, students were categorized as (1) high (44.90%), (2) quite high (28.57%), (3) average (22.45%) and (4) low (4.08%). This study shows that there is a positive and significant association (r = 0.372, p = 0.004) between creativity and cognitive learning outcomes of these grade 10 students presented by the regression equation Y = 9.908 + 0.638 X.BAHASA INDONESIA ABSTRACT: Kreativitas merupakan salah satu aspek yang sangat penting dalam pembelajaran, termasuk dalam pembelajaran matematika, karena kreativitas membantu siswa dalam pemecahan masalah. Artikel ini merupakan suatu penelitian kuantitatif asosiatif korelasional untuk mengetahui ada tidaknya hubungan antara kreativitas dengan hasil belajar kognitif siswa kelas X IPA Basic SMA ABC Tangerang. Teknik pengumpulan data dilakukan dengan angket dan tes. Angket digunakan untuk memperoleh data mengenai kreativitas siswa dan tes untuk memperoleh data mengenai hasil belajar kognitif siswa. Hasil penelitian ini menunjukkan bahwa kreatifitas siswa kelas X IPA Basic SMA ABC Tangerang dapat dikategorikan sebagai (1) tinggi (14,29%), (2) cukup tinggi (55,10%), (3) rata-rata (26,53%) dan (4) rendah (4,08%). Sedangkan hasil belajar kognitif siswa kelas X IPA Basic SMA ABC Tangerang dapat dikategorikan sebagai (1) tinggi (44,90%), cukup tinggi (28,57%), rata-rata (22,45%) (4) rendah (4,08%). Penelitian ini menunjukkan bahwa terdapat asosiasi positif dan signifikan ( r = 0.372, p = 0.004) antara kreativitas dengan hasil belajar kognitif siswa kelas X IPA Basic SMA ABC, yang dinyatakan dengan persamaan regresi.

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The Relationship Between Learning Styles and Biology Cognitive Competency of Senior High School Students

Jurnal Atrium Pendidikan Biologi ◽

10.24036/apb.v4i1.5629 ◽

2019 ◽

Vol 4 (1) ◽

pp. 249

Author(s):

Meliyani Meliyani ◽

Rahmawati Darussyamsu ◽

Relsas Yogica ◽

Ramadhan Sumarmin

Keyword(s):

High School ◽

High School Students ◽

Learning Styles ◽

Learning Style ◽

Significant Relationship ◽

Visual Learning ◽

Senior High School ◽

School Students ◽

The Relationship ◽

Cognitive Competency

Learning styles are a combination of absorbing, regulating, and processing learning by students. There are three types of learning styles namely visual learning styles, auditory and kinesthetic. Based on the results of observations that the authors did at senior high school 7 Padang, it was revealed that the teacher still did not practice the relationship between the learning styles of students in their learning. This can lead to the learning styles are not synchronized with learning models, methods and media applied by teachers so that students' cognitive competency become low. The purpose of this study was to determine the relationship between learning styles and cognitive competency of students. This research is a descriptive research. This study uses a correlation study approach, namely the independent variable in the form of student learning styles and the dependent variable in the form of cognitive competency of students.To find out the relationship between variables stated with correlation coefficients used the Spearman-Rank correlation formula.Based on the research that has been done, it is found that the relationship between learning styles and cognitive competency of students does not mean and the correlation value is in the category of very weak to moderate. In the visual learning style for the second daily test there is a significant relationship and the correlation value is 0.75 with a strong correlation category. The conclusion of this study is that there is no significant relationship between learning styles and learners' cognitive competency.

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A Comparison of Ninth-Grade Students’ States of Self-Esteem and Decision-Making with Respect to Their Levels of Physical Activity

International Education Studies ◽

10.5539/ies.v12n4p9 ◽

2019 ◽

Vol 12 (4) ◽

pp. 9

Author(s):

Mümine Soytürk ◽

Özden Tepeköylü Öztürk

Keyword(s):

Social Sciences ◽

Physical Activity ◽

High School ◽

High School Students ◽

High Schools ◽

Self Esteem ◽

School Students ◽

Science High School ◽

Ninth Grade Students ◽

Individual Sports

The aim of this study was to compare ninth-grade students’ states of self-esteem and decision-making with regard to their levels of physical activity. A total of 374 students, of whom 205 were female and 169 were male (x(age)=15.22±0.414), selected by convenience sampling from four different high schools determined by purposive sampling, participated voluntarily in the study. The research was designed in the general survey model as a causal-comparative study. In the study, the “Personal Decisiveness Scale” (PDS), “Self-Esteem Scale” (SES), “International Physical Activity Questionnaire” (IPAQ, short form) and Personal Information Form were used as data collection tools. In the data analysis, one-way ANOVA (Tukey), Kruskal-Wallis H test, 2x3 MANOVA and Pearson correlation analysis were used. Type 1 error was set to 5% (α≤0.05). Exploratory indecisiveness and impetuous indecisiveness scores were found to be highly positively correlated, while both indecisiveness scores were found to be moderately positively correlated with self-respect. Regarding physical activity levels, levels of self-esteem among the Science High School students were found to be significantly higher in the HEPA (health-enhancing physical activity) group than in the inactive and minimally active groups. It was determined that students at the Social Sciences High School had lower self-esteem scores and higher impetuous indecisiveness scores than students from all the other high schools, and that they had higher exploratory indecisiveness scores than students from the Science High School. Students who engaged in regular physical activity had higher levels of self-esteem than those who did not, while females had higher levels of exploratory indecisiveness than males. Exploratory indecisiveness scores were found to be significantly lower among those who engaged in team sports compared to those who did individual sports. In conclusion, regarding the negative relationship between indecisiveness and self-esteem, it can be said that high levels of physical activity increase the self-esteem of students at higher academic levels, that students in Social Sciences High Schools need to be supported with more physical activity, and that females and those doing individual sports have higher levels of exploratory indecisiveness.

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WAYS IN WHICH HIGH-SCHOOL STUDENTS UNDERSTAND THE SAMPLING DISTRIBUTION FOR PROPORTIONS

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v19i1.55 ◽

2021 ◽

Vol 19 (3) ◽

Author(s):

CARMEN BATANERO ◽

NURIA BEGUÉ ◽

MANFRED BOROVCNIK ◽

MARÍA M. GEA

Keyword(s):

High School ◽

High School Students ◽

Statistics Education ◽

Sampling Distribution ◽

School Students ◽

Research Journal ◽

Science High School ◽

Sample Proportion ◽

The University ◽

The Relationship

In Spain, curricular guidelines as well as the university-entrance tests for social-science high-school students (17–18 years old) include sampling distributions. To analyse the understanding of this concept we investigated a sample of 234 students. We administered a questionnaire to them and ask half for justifications of their answers. The questionnaire consisted of four sampling tasks with two sample sizes (n = 100 and 10) and population proportions (equal or different to 0.5)systematically varied. The experiment gathered twofold data from the students simultaneously, namely about their perception of the mean and about their understanding of variation of the sampling distribution. The analysis of students’ responses indicates a good understanding of the relationship between the theoretical proportion in the population and the sample proportion. Sampling variability, however, was overestimated in bigger samples. We also observed various types of biased thinking in the students: the equiprobability and recency biases, as well as deterministic pre-conceptions. The effect of the task variables on the students’ responses is also discussed here. First published December 2020 at Statistics Education Research Journal: Archives

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How do high school students elect their president of the school?

Journal of Human Sciences ◽

10.14687/jhs.v14i2.4543 ◽

2017 ◽

Vol 14 (2) ◽

pp. 1338

Author(s):

Selvinaz Sacan

Keyword(s):

Social Sciences ◽

High School ◽

High School Students ◽

Fine Arts ◽

Descriptive Study ◽

Demographic Information ◽

School Students ◽

Science High School ◽

Physical Features ◽

Academic Year

This study has been carried out in order to determine the school assembly election attitudes of high school students. This descriptive study has been performed with 1380 students from 9th, 10th and 11th grades who attended center high schools of Aydin in 2014 – 2015 Academic Year. Demographic information form which was generated by researchers and five point likert scale was used in collection of data. PASW 18.0 packet software was used in the analysis of the data obtained from the study. It has been determined that 59 % of students were girls, 41% were boys, 63% were around 15-16 years old, 35% were 17 and over it, 37% from Vocational and Technical Anatolian high school, 24% from Anatolian high school, 13% from high school, 10% from religious(Imam Hatip) high school, 6% from science high school, 5% from fine arts high school 4% from social sciences high school when the demographic features of students were assessed. When we look at their attitudes of school student president (or ASB president) elections; answers of students given for school student president (or ASB president) election loaded in to 4 factorial sub dimensions. And those are listed as follows: being a social person, having representative ability, importance of physical features and wanting to be school student president (or ASB president) qualities. 75 % of students describes voting in school assembly elections as a responsibility, 53 % of the students considers that elections are carried out in a fair and democratic manner, most of the youth have democratic values and minded participation rights. During the above mentioned candidateship period, it is criticized that candidates are committing financial supports, and there is no limit for those financial commitments.

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