scholarly journals Efektivitas Model Reciprocal Teaching dengan Heuristik-KR: Pengaruh Terhadap Kemampuan Representasi dan Self Confidence

PRISMA ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 182
Author(s):  
Elsa Widya Asri ◽  
Achi Rinaldi ◽  
Rizki Wahyu Yunian Putra ◽  
Nurhasanah Leni ◽  
Ahmad Sodiq
Keyword(s):  
Direct Instruction ◽  
Effect Size ◽  
Reciprocal Teaching ◽  
Self Confidence

Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan model pembelajaran reciprocal teaching dengan strategi heuristik krulik rudnick terhadap kemampuan representasi matematika dan self confidence. Jenis eksperimen yang digunakan adalah Quasi Eksperimental. Penelitian ini dilakukan di SMP Negeri 7 Krui. Populasinya adalah peserta didik kelas VIII dan sampel penelitian adalah kelas VIII B dengan jumlah 28 peserta didik sebagai kelas eksperimen dengan menerapkan model pembelajaran reciprocal teaching dengan strategi heuristik krulik rudnick dan kelas VIII A yang jumlah 28 peserta didik sebagai kelas kontrol dengan menerapkan model pembelajaran direct instruction. Teknik pengumpulan data menggunakan tes kemampuan representasi matematika dan angket self confidence. Analisis data menggunkan uji Manova. Hasil analisis data menunjukkan bahwa terdapat pengaruh kemampuan representasi matematika dan self confidence menggunakan model reciprocal teaching dengan strategi heuristik krulik rudnick. Efektivias penggunaan model pembelajaran reciprocal teaching dengan strategi heuristik krulik rudnick lebih efektif terhadap kemampuan representasi matematika dan self confidence, ditunjukkan dari effect size yang diperoleh termasuk dalam kategori tinggi.

Reciprocal Teaching: A Review of the Research

1994 ◽  
Vol 64 (4) ◽  
pp. 479-530 ◽  
Author(s):  
Barak Rosenshine ◽  
Carla Meister
Keyword(s):  
Standardized Tests ◽  
Effect Size ◽  
Cognitive Strategies ◽  
Reciprocal Teaching ◽  
Future Research ◽  
Journal Articles ◽  
Unpublished Studies ◽  
Comprehension Tests

Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension. The learning of cognitive strategies such as summarization, question generation, clarification, and prediction is supported through dialogue between teacher and students as they attempt to gain meaning from text. This article is a review of sixteen studies on reciprocal teaching, which include published studies found in journal articles and unpublished studies indexed in Dissertation Abstracts International. All the studies included in this review were quantitative in methodology. When standardized tests were used to assess comprehension, the median effect size, favoring reciprocal teaching, was .32. When experimenter-developed comprehension tests were used, the median effect size was .88. We also discuss the role of cognitive strategies in enhancing comprehension, the strategies that were most helpful, instructional approaches for teaching cognitive strategies, the quality of the dialogue during reciprocal teaching, and suggestions for future research and practice.

scholarly journals The Influence of Think-Pair-Share in Enhancing Students’ Speaking Ability

2020 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Hidayana Putri ◽  
Fahriany Fahriany ◽  
Nasifuddin Jalil
Keyword(s):  
Effect Size ◽  
Alternative Hypothesis ◽  
Analysis Techniques ◽  
Self Confidence ◽  
New Strategy ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Large Level ◽  
Academic Year

Secondary schools obliged the students to master English skills. In fact, students have many shortcomings in mastering those English skills, especially speaking skills faced by the eighth-grade students of MTs Khazanah Kebajikan in the academic year 2017/2018. They had difficulties in speaking English directly. It was found by our observation in which the students were lack of vocabulary, self-confidence, and motivation. Additionally, they were difficult to elaborate on their ideas through the spoken form. Hence, the students are needed the new strategy to construct their shortcomings by the implementation of Think-Pair-Share. The objective of the study was to know the influence of Think-Pair-Share on students’ speaking ability of short monologue. This study used a quantitative method with a quasi-experimental design. The population was 102 students with 50 students as the sample of this study. The technique of data collection in this study consisted of pre-test and post-test. The data analysis techniques were used t-test, also included the test of normality and homogeneity. In addition, this study was also supported by measuring the effect size. The result of the study showed that students’ speaking score in the experimental class was higher than the controlled class. It found that H<sub>0 </sub>(Null Hypothesis) is rejected and H<sub>a</sub> (Alternative Hypothesis) is accepted. Also, the result of the effect size was 2.91 at a large level (significant). It can be concluded that Think-Pair-Share is an effective way to improve students’ speaking ability, especially in short monologue.

scholarly journals META-ANALISIS SKRIPSI MAHASISWA PENDIDIKAN FISIKA FKIP UNTAN TENTANG MODEL PEMBELAJARAN DIRECT INSTRUCTION

2021 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Teja Putri Solihan ◽  
Stepanus Sahala Sitompul ◽  
Syaiful B Arsyid
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Direct Instruction ◽  
Effect Size ◽  
Physics Education ◽  
Learning Model ◽  
Study Program ◽  
Grade Point ◽  
Education Study ◽  
Undergraduate Thesis

This meta-analysis aims to determine the effect of research characteristics on the effect size of the direct instruction learning model in the undergraduate thesis of the Physics Education Study Program FKIP UNTAN, published in 2016-2019. This type of research is a survey research with purposive sampling technique consisting of 6 theses. Data collection techniques in this research are documentary studies. The results of undergraduate thesis Physics Education study programs that use the direct instruction learning model obtained an average effect size of 1.00 which high effectiveness categories based on the John Hattie barometer. In this study, there are 2 characteristics of researchers examined, among others: the gender of the researcher and Grade Point Average (GPA) of the researcher. Based on the 2 characteristics of the researchers, it did not have a significant effect on the effect size of the undergraduate students' thesis in the Physics Education study program that uses the direct instruction learning model. In this study there were 13 characteristics of the methodology studied including: research location, school level, sample size, number of classes, number of meetings, material sub-fields, learning tools or media, test reliability coefficient, instrument validity, test forms, forms of research, designs experiments, and data collection tools. Of the 13 characteristics of the methodology, it did not have a significant effect on the effect size of the undergraduate students' thesis in the Physics Education study program that used the direct instruction learning model.Kata Kunci: Meta-analisis, Skripsi, Model Pembelajaran Direct Instruction

Is Self-Confidence a Bias Factor in Higher-Order Catastrophe Models? An Exploratory Analysis

2004 ◽  
Vol 26 (3) ◽  
pp. 359-368 ◽  
Author(s):  
Lew Hardy ◽  
Tim Woodman ◽  
Stephen Carrington
Keyword(s):  
Effect Size ◽  
Interaction Effect ◽  
Model Framework ◽  
Somatic Anxiety ◽  
Catastrophe Model ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Bias Factor ◽  
Median Split ◽  
And Performance

This paper examines Hardy’s (1990, 1996a) proposition that self-confidence might act as the bias factor in a butterfly catastrophe model of stress and performance. Male golfers (N = 8) participated in a golf tournament and reported their cognitive anxiety, somatic anxiety, and self-confidence prior to their tee shot on each hole. All anxiety, self-confidence, and performance scores were standardized within participants in order to control for individual differences. The data were then collapsed across participants and categorized into a high self-confidence condition and a low self-confidence condition by means of a median split. A series of two-way (Cognitive Anxiety × Somatic Anxiety) ANOVAs was conducted on each self-confidence condition in order to fag where the maximum Cognitive Anxiety × Somatic Anxiety interaction effect size lay along the somatic anxiety axis. These ANOVAs revealed that the maximum interaction effect size between cognitive and somatic anxiety was at a higher level of somatic anxiety for the high self-confidence condition than for the low self-confidence condition, thus supporting the moderating role of self-confidence in a catastrophe model framework.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN TERHADAP PENINGKATAN PEMAHAMAN KONSEP FISIKA SISWA SMA: META-ANALISIS

2021 ◽  
Vol 7 (2) ◽  
pp. 238
Author(s):  
M. Ifdal Hafiz Chan ◽  
Edja Annisa Septia ◽  
Kurnia Febrianti ◽  
Desnita Desnita
Keyword(s):  
High School Students ◽  
Direct Instruction ◽  
Effect Size ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Average Effect ◽  
Average Effect Size

ABSTRAKTujuan dari penelitian ini adalah untuk melihat efektivitas dari beberapa model pembelajaran dalam meningkatkan pemahaman konsep fisika siswa SMA. Penelitian ini merupakan penelitian meta-analisis yang menggambarkan effect size dari penelitian-penelitian pendidikan mengenai pengaruh model-model pembelajaran terhadap pemahaman konsep fisika siswa SMA. Model pembelajaran yang di bandingkan dalam penelitian meta-analisis ini adalah model pembelajaran Discovery Learning, Inkuiri, Kooperatif, Direct Instruction, dan Problem Based Learning. Model pembelajaran yang memiliki efektivitas tertinggi adalah model pembelajaran Langsung (Direct Instruction) dengan nilai rata-rata effect size 1.43 yang termasuk dalam kategori tinggi. Model pembelajaran lain yang juga memiliki nilai rata-rata effect size yang termasuk dalam kategori tinggi adalah model pembelajaran Inkuiri dengan nilai rata-rata effect size 1.39, model pembelajaran Kooperatif dengan nilai rata-rata effect size 1.11, model pembelajaran Discovery Learning dengan nilai rata-rata effect size 0.96, serta model pembelajaran Problem Based Learning dengan nilai rata-rata effect size 0.92. Kata kunci: Meta-Analisis; Discovery Learning; Inkuiri; Kooperatif; Direct Instruction; Problem Based Learning; Pemahaman Konsep; Fisika ABSTRACT The purpose of this study was to see the effectiveness of several learning models in improving the understanding of physics concepts for high school students. This research is a meta-analysis that describes the effect size of educational studies regarding the influence of learning models on the understanding of physics concepts for high school students. The learning models compared in this meta-analysis are the Discovery Learning, Inquiry, Cooperative, Direct Instruction, and Problem Based Learning learning models. The learning model that has the highest effectiveness is the Direct Instruction model with an average effect size value of 1.43 which is included in the high category. Other learning models that also have an average effect size value that is included in the high category are the Inquiry learning model with an average effect size value of 1.39, the Cooperative learning model with an average effect size value of 1.11, and the Discovery Learning learning model with an average value. the average effect size is 0.96, as well as the Problem Based Learning model with an average effect size value of 0.92. Keywords: Meta-Analysis; Discovery Learning; Inquiry; Cooperative; Direct Instruction; Problem Based Learning; Concept Understanding; Physics.

scholarly journals Can Researchers’ Personal Characteristics Shape Their Statistical Inferences?

2020 ◽  
pp. 014616722095052
Author(s):  
Elizabeth W. Dunn ◽  
Lihan Chen ◽  
Jason D. E. Proulx ◽  
Joyce Ehrlinger ◽  
Victoria Savalei
Keyword(s):  
Gender Differences ◽  
Hypothesis Testing ◽  
Effect Size ◽  
Personal Characteristics ◽  
Research Skills ◽  
Popular Approach ◽  
Bayesian Hypothesis Testing ◽  
Self Confidence ◽  
Statistical Inferences ◽  
Statistical Results

Researchers’ subjective judgments may affect the statistical results they obtain. This possibility is particularly stark in Bayesian hypothesis testing: To use this increasingly popular approach, researchers specify the effect size they are expecting (the “prior mean”), which is then incorporated into the final statistical results. Because the prior mean represents an expression of confidence that one is studying a large effect, we reasoned that scientists who are more confident in their research skills may be inclined to select larger prior means. Across two preregistered studies with more than 900 active researchers in psychology, we showed that more self-confident researchers selected larger prior means. We also found suggestive but somewhat inconsistent evidence that men may choose larger prior means than women, due in part to gender differences in researcher self-confidence. Our findings provide the first evidence that researchers’ personal characteristics might shape the statistical results they obtain with Bayesian hypothesis testing.

scholarly journals ENHANCING ACADEMIC WRITING PERFORMANCE THROUGH DIRECT INSTRUCTION OF THE ACADEMIC FORMULAS

2015 ◽  
Vol 6 (2) ◽  
pp. 850-861
Author(s):  
Nor Ashikin Ab Manan ◽  
Paramaswari Jaganathan ◽  
Ambigapathy Pandian
Keyword(s):  
University Students ◽  
Direct Instruction ◽  
Academic Writing ◽  
Effect Size ◽  
Test Scores ◽  
Writing Performance ◽  
Essay Writing ◽  
Small Effect Size ◽  
Before And After ◽  
And Control

This paper discusses the results of a study on formula instruction conducted among mixed-ability diploma level university students. The main objective of the study was to investigate whether incorporating direct instruction of academic formulas (DIAF) into an academic writing class would encourage the use of the target academic formulas (TAF) in the post academic essay writing (AEW) test, and improve the subjects’ academic writing performance. Two intact groups of diploma level university students enrolled in an academic writing course employing a process-oriented writing approach participated in the study. Both groups consisted of forty students and were assigned as the experimental and control groups. DIAF was incorporated into the existing academic writing course’s syllabus and was conducted two hours per week over six out of the fourteen-week semester. Pre and post AEW tests were used to assess the subjects’ academic writing performance before and after the treatment. The results of the study are discussed by addressing three research questions: 1) What are the effects of DIAF on the TAF use in the post AEW test? 2) What is the effect of TAF use on the post AEW test scores? 3) What are the effects of DIAF on the subjects’ academic writing performance? It was concluded that DIAF encourages the use of more TAF and a more varied selection of TAF in the post AEW test. There is a significant but weak positive linear relationship between the number of TAF used in the post AEW test and the post AEW test scores (r=0.473), and the number of TAF used is a significant predictor in estimating the scores for all the three AEW test components. DIAF is also beneficial at enhancing the subjects’ academic writing performance with a large effect size of 0.98 for ‘language’ component, 0.86 for ‘organization’ component and a small effect size of 0.45 for ‘content’ component.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN RECIPROCAL TEACHING DALAM PENINGKATAN KEMANDIRIAN DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI (Studi Eksperimen Pada Siswa Kelas XI IPA SMA Negeri 6 Padang)

Jurnal Ecogen ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 351
Author(s):  
Sri Annisa Agusti ◽  
Elvi Rahmi ◽  
Rita Syofyan
Keyword(s):  
Effect Size ◽  
Descriptive Analysis ◽  
Learning Model ◽  
T Test ◽  
Reciprocal Teaching ◽  
Learning Models ◽  
Learning Achievement ◽  
Teaching Models ◽  
Conventional Models ◽  
Program Version

Reciprocal Teaching is learning model that consisting of four strategies are summarizing, questioning generating, clarifying and predicting. The using of  reciprocal teaching  expected to increase independence and learning achievement students on economic subjects. This study aims to see the effectiveness of  reciprocal teaching  for increase the independence and learning achievement  students on economic subjects. This study is the research of quasi experiment. The population in this study are all students of XI IPA class SMA Negeri 6 Padang. The methods in this research is  descriptive analysis and inferensial analysis t test using the SPSS program version 21. The result of this research are 1) There are no difference independence students by using  reciprocal teaching with the independence of students by using the conventional models. 2) There are difference learning achievement  students by using reciprocal teaching with learning achievement  students by using the conventional models. The using of learning models of reciprocal teaching isn’t quite effective in an increase in the independence of students learning. The value of effect size obtained againts the independence of learning 0,23 that included in the low criteria. If viewed the percentage based on the curves normal 0 to Z can be obtained a number of 0,0948, that is the contribution of learning models of reciprocal teaching in an increase in the independence of learning students which amounted to 9,48%. But the using of learning models of reciprocal teaching is effective in an increase learning achievement  students, it looks based on the accounts effect size then found the number of 0,71 with high criteria. If viewed the percentage based on the curves normal 0 to Z can be obtained a number of 0,2711, that is the contribution of learning models of reciprocal teaching in an increase learning achievement  students  which amounted to 27,11%. In the use of reciprocal teaching models teacher should have a lot times and the students are expected for increase their ability in the search of information related on economic subjects.Keyword: reciprocal teaching, independence, learning achievement

scholarly journals The Effectiveness of Virtual Reality on Anxiety and Performance in Female Soccer Players

Sports ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 167
Author(s):  
Kaitlyn Harrison ◽  
Emily Potts ◽  
Adam C. King ◽  
Robyn Braun-Trocchio
Keyword(s):  
Virtual Reality ◽  
Effect Size ◽  
Initial Step ◽  
Mental Effort ◽  
Soccer Players ◽  
Self Confidence ◽  
Use Of Technology ◽  
Moderate Effect Size ◽  
And Performance ◽  
Kendall’S W

With the increased use of technology, relaxation interventions are finding their way into technology devices like virtual reality head-mounted displays (VR HMDs). However, there is a lack of evidence on the efficacy of VR relaxation interventions to reduce anxiety in athletes and how that is portrayed in their movement patterns. The purpose of the current study was to examine how a VR relaxation intervention affected perceived anxiety levels and penalty kick performance of female soccer players. Thirteen female soccer players took five penalty kicks in baseline, stress-induced, and VR relaxation conditions. Perceived levels of anxiety, self-confidence, mental effort, heart rate (HR), accelerometry of the lumbar spine and thigh, and performance in each condition was obtained. Results indicated that the VR intervention significantly reduced cognitive anxiety and somatic anxiety from baseline (p = 0.002; p = 0.001) and stress (p < 0.001; p < 0.001) with large effect sizes (Kendall’s W = 0.72; 0.83). VR significantly increased self-confidence from baseline (p = 0.002) and stress (p = 0.001) with a large effect size (Kendall’s W = 0.71). Additionally, all participants felt that VR helped them relax. Mental effort was significantly higher in the stress condition compared to that in baseline (p = 0.007) with moderate effect size (Kendall’s W = 0.39). Peak acceleration and performance were not significantly influenced by stress or VR. This study serves as an initial step to evaluate VR relaxation interventions on performance in female soccer players.

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