scholarly journals TEXTILE LITERACY OF NINTH-GRADE STUDENTS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

2021 ◽  
Vol 79 (4) ◽  
pp. 674-685
Author(s):  
Barbara Zaman ◽  
Francka Lovšin Kozina
Keyword(s):  
Sustainable Development ◽  
Learning Strategies ◽  
Ninth Grade ◽  
Point Of View ◽  
Ninth Graders ◽  
Fifth Grade ◽  
Daily Lives ◽  
School Year ◽  
Ninth Grade Students ◽  
Textile Products

Today’s world is facing a problem with the growth of textile products and in particular, textile waste, which already represents a serious environmental problem. From the point of view of ensuring sustainable handling of textile products, it is thus very important that individuals have the appropriate knowledge, attitudes and skills for sustainable handling of textile products or that they are properly ‘textile literate’. After all, appropriate textile literacy enables individuals to act according to the concept of sustainable development. The purpose of this research, which included 80 students from three Slovenian schools, who had completed their lower secondary education in the 2018/2019 school year, was to find out what their basic textile knowledge was and how they transferred it into their daily lives. Ninth graders were found to be deficient in basic textile skills, with girls having statistically significant better knowledge than boys. The girls were also statistically significantly better at recognising the connection between the acquired knowledge and everyday life and achieved a better result in terms of sustainable handling of textile products. The research findings can help teachers to be aware of the critical points in textile teaching in the context of sustainable development. The results also suggest that the current placement of textile content in the fifth grade, without further upgrading of the content in higher grades is not optimal. Most of the surveyed students had high grades in the fifth grade, but knowledge that is vital from the point of view of the sustainable behaviour of an individual is low in the ninth grade. These results can provide useful information for school policy makers who want to follow modern concepts of sustainable development. Keywords: active learning strategies, cross-curricular integration, ninth-graders, sustainable development and textile literacy

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

The Content of the New Literature Textbooks for 9th Degree. A Didactic and Methodological Point of View

2021 ◽  
Vol 63 (1) ◽  
pp. 83-92
Author(s):  
Valentin Stoyanov ◽  
Keyword(s):  
Content Analysis ◽  
Ninth Grade ◽  
Point Of View ◽  
Ninth Graders ◽  
Independent Learning ◽  
Don Juan ◽  
Careful Handling ◽  
New Literature ◽  
Literary Experience

Through comparative and content analysis, the article discusses the ways in which Byron's poem "Don Juan" is presented in the new textbooks for ninth grade. Numerous explanations and references, as well as the unusual for the myth of Don Juan choice of the obligatory for study of Chapter VIII, require from the authors of the textbooks very careful handling of the scientific and didacticmethodical apparatus. When an approach in accordance with the literary experience of ninth-graders is not chosen, the study articles have a low informative value. The known discrepancies in the analyzed motives make it difficult to compile tests that can be correctly solved by students using different textbooks. In some cases the tasks from the methodical part do not create skills for independent learning, but require repetition of what is written in the theoretical part. textbooks fail to realize interdisciplinary connections.

scholarly journals Effect of Biology Teaching on Scientific Activities and Computer Simulation in Predictive Thinking among Ninth Grade Students in Amman Governorate, Jordan

2019 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
Rana Kamel Tabba
Keyword(s):  
Computer Simulation ◽  
Multiple Choice ◽  
Ninth Grade ◽  
The Other ◽  
Biology Teaching ◽  
School Year ◽  
The Mean ◽  
Ninth Grade Students

The aim of this study was to investigate the effect of biology teaching on scientific activities and computer simulation in predictive thinking among the ninth grade students in Jordan. The study was applied to 66 of the ninth grade students in the 2014 school year. They were divided into two experimental groups, one studied by scientific activities and the other studied by computer simulation. A measure of predictive thinking (test) has been constructed that includes (20) paragraph of the type of multiple choice. The validity of the instrument was confirmed by the arbitrators and their stability was in the Kronbach-Alpha method, which ranged from (0.87-0.95). The results of the study showed statistically significant differences at the mean level (α = 0.05); between the mean scores of the two experimental groups on the predictive reasoning scale in favor of the group studied using scientific activities, which means the advantage of scientific activities on computer simulation in improving predictive thinking.

scholarly journals Correlations between learning strategy and the ninth grade students’ reading comprehension in junior high school

2021 ◽  
Vol 6 (2) ◽  
pp. 424
Author(s):  
Marini Candrawati ◽  
Baginda Simaibang ◽  
Mulyadi Mulyadi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Ninth Grade ◽  
Correlational Study ◽  
Positive Correlation ◽  
Ninth Grade Students

This study is limited to the investigation of the correlation between students’ learning strategy, and reading comprehensionof the ninth grade students at State Junior High School 01 Buay Rawan, OKU Selatan. There were 85 students who has been selected as the sample of the research. The writer used correlational study and formula to see the correlation between two variable stated. Correlation about Students’ Learning Strategies (X<sub>2</sub>) and Reading Comprehension (Y) for 0.028. Sig. Value 0.797 was higher than Alpha value 0.05 (0.797 &gt;0,2146), H<sub>o</sub> was accepted and H<sub>a</sub> was rejected. In other words, there was no a positive correlation between Students’ Learning Strategies (X<sub>2</sub>) and Reading Comprehension(Y). It can be stated that Students Learning Strategies (X) simultaneously have no significant correlated the reading comprehension(Y).

Career Development: Linking Education and Careers of Blind and Visually Impaired Ninth Graders

1985 ◽  
Vol 79 (10) ◽  
pp. 444-449 ◽  
Author(s):  
William H. Graves ◽  
Steve Lyon
Keyword(s):  
Career Development ◽  
Visually Impaired ◽  
Ninth Grade ◽  
Educational Programs ◽  
Ninth Graders ◽  
Blind And Visually Impaired ◽  
Ninth Grade Students

The development of educational programs which relate to the career development needs of blind and visually impaired youth depends on information about their needs. These data are not presently available. The following study identified career development needs of blind ninth grade students and determined their perceptions of the extent to which these needs were met by their schools. The blind ninth graders surveyed reported that a number of their career development needs were not being met by the schools they attended, and that even those services which were not perceived as necessarily meeting their needs were not readily accessible to them.

scholarly journals A Misconception Investigation of Ninth Grade Students about Magnetism

2021 ◽  
Vol 10 (2) ◽  
pp. 79-88
Author(s):  
Noly Shofiyah
Keyword(s):  
Learning Strategies ◽  
Diagnostic Test ◽  
Lorentz Force ◽  
Multiple Choice ◽  
Ninth Grade ◽  
9Th Grade ◽  
Multiple Choice Items ◽  
Two Phases ◽  
Ninth Grade Students ◽  
Magnetic Poles

This study aimed to identify the ninth grade students' misconceptions related to magnetism topic. For this purpose, an instrument consisting of two phases (two-tier) with fourteen multiple choice items on magnetism concepts was developed by the researcher. The diagnostic test was given to thirty-two ninth grade students. The findings indicated that 9th grade students experience misconceptions about the concept of magnetism including how to make and determine artificial magnetic poles, Lorentz force and GGL Induction. The results of this study can be used by teachers and researchers to choose substantial learning strategies for teaching magnetism material.

scholarly journals Improving Students’ Vocabulary Mastery through Word Wall Method at Ninth Graders of SMPN 1 Mamuju

2019 ◽  
Vol 3 (1) ◽  
pp. 1-7
Author(s):  
Syahban Mada Ali
Keyword(s):  
Action Research ◽  
Diagnostic Test ◽  
Ninth Grade ◽  
Ninth Graders ◽  
Average Score ◽  
The Third ◽  
The Subject ◽  
Word Wall ◽  
Ninth Grade Students ◽  
Wall Method

This research was a classroom action research (CAR). The objective of this research was to find out students’ vocabulary mastery especially its application in a correct sentence pattern by using Word Wall method to the ninth grade students of SMP Negeri 1 Mamuju. This research consisted of three cycles. There were 30 students in one class that followed this research. The result showed there was improvement of the students’ vocabulary. It could be seen on their average score in the first cycle improved by 49.25%, from the diagnostic test 34.83%. Then, it improved more in the second cycle by 60.8% and more in the third cycle that achieves 68.25%. However, despite getting the students’ average score improved, after applying the three cycles, it is still not success achieving the Minimum Completeness Criteria (MCC) of the subject that was 75.

scholarly journals The Effect of Using Mental Imagination Strategy on Developing Critical Reading Skills among Ninth Graders

2020 ◽  
Vol 14 (1) ◽  
pp. 71
Author(s):  
Rashed M. Abu Soawen
Keyword(s):  
Experimental Method ◽  
Reading Skills ◽  
Ninth Grade ◽  
Ninth Graders ◽  
Critical Reading ◽  
Traditional Methods ◽  
Student Reading ◽  
Post Test ◽  
Ninth Grade Students ◽  
Experimental Group

The study aimed at showing the effect of using Mental Imagination strategy in developing critical reading skills for ninth grade students in Gaza. The study used the experimental method and suitable critical reading skills for nine grade were identified. The sample of the study consisted of 81 students (ninth grade) distributed to an experimental group (41 students) and a controlled group (40 student), reading subjects were taught to the experimental group by using the Mental Imagination strategy which was applied by a teacher who received training related to this strategy. The controlled group were taught by using traditional methods. After a test was implemented to measure the critical reading skills and conducting statistical treatments by using Ancova, the study revealed that there was an effect on using the Mental Imagination strategy in developing targeted critical reading skills. It also clarified that there were significant differences at a ≤ 0.01 between the experimental and controlled group grades in the post test of critical reading skills attributed to the experimental group.

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

2018 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Olga Kučerová ◽  
Anna Kucharská
Keyword(s):  
Primary School ◽  
Error Rate ◽  
Writing Skills ◽  
Fifth Grade ◽  
Point Scale ◽  
The Past ◽  
School Year ◽  
And Gender ◽  
Developmental Dynamics ◽  
The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

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