scholarly journals PEMIMPIN INFORMAL DAN DINAMIKA SOSIAL (Studi Kasus Lima tokoh Di Desa Allu Taroawang Kecamatan Batang Kabupaten Jeneponto)

2017 ◽  
Vol 7 (2) ◽  
pp. 169-182
Author(s):  
Abd. Wahidin ◽  
Asmaun Azis ◽  
Dwia A. Tina P
Keyword(s):  
Social Change ◽  
Problem Solving ◽  
Role Models ◽  
Social Dynamics ◽  
Research Result ◽  
Social Needs ◽  
Informal Leaders ◽  
Two Factors ◽  
Problem Solving Strategies ◽  
And Behavior

The substance of this research was to find out, to describe, to provide information about roles and statuses by informal leaders in Allu Tarowang village as well as its relationship with social dynamics that occurred. Informal leaders have roles and statuses that is important and strategic in the dynamics of development. This statement was the research result that has been done with use three variabels: identifying the process how to be an informal leader, identifying the ability of informal leaders how to conduct social change and how to problem solving strategies in the dynamics of development. The method which used in this research is descriptive research with case study while techniques of the data collection uses indepth interview and observation afterwards data analysis is qualitative. The research result, in identifying the process how to be an informal leader was obtained two-factors: social needs and social status factors. However, it is reviewed from nature of the informal leaders was included traditional leader type. In identifying the ability of informal leaders how to conduct social change were influenced by attitudes and behavior, alignment of instruction and expectations of the community, means and approaches. And last, In identifying the ability of informal leaders how to problem solving strategies in the dynamics of development were divided three stages, with regards to: (1) looking at the condition and situation of problem, (2) knowing the source of the problem, and (3) finding out the alternative of the solution for the problem. Based on the description above, this researh shows an informal leader as a respected person and a role models in society. other than, they have roles for motivating, mediating and catalysting in the dynamics of development.

PENGGUNAAN MEDIA TANAM DAN PUPUK NPK TERHADAP HASIL RUMPUT TEKI (Cyperus rotundus) SERTA ANALISA KANDUNGAN KERIPIK OLAHANNYA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Wiwik Endah Rahayu ◽  
Atika Romalasari
Keyword(s):  
Research Result ◽  
Nutrient Content ◽  
Cyperus Rotundus ◽  
Root Weight ◽  
Tuber Weight ◽  
Randomized Design ◽  
Two Factors ◽  
The Media ◽  
Npk Fertilizer ◽  
Weight Number

Nut grass is Cyperaceae group and underestimated its existence. Nut grass has many benefits so  potential to be developed. This study aims to determine the effect of planting media and the addition of NPK fertilizer to the growth of the nut grass and find out the nutrient content of chips made from nut grass tuber. The design of this study was factorial complete randomized design (RAL) which consisted of two factors. First factor is Planting Media, consist of M1 = soil, M2 = Soil: Sand (2: 1), M3 = Soil: Compost Fertilizer (2: 1) and M4 = Soil: Cage Fertilizer (2: 1) and second factor is fertilizer dosage NPK 15: 15: 15 with the level P1 = Without NPK fertilizer, P2 = 5 g NPK fertilizer, P3 = 10 g NPK fertilizer. Research result showed that the media significantly affected the number of clumps, root weight, clump weight, overall weight and number of flowers but did not significantly affect the height, number of tubers and tuber weight. Fertilizer significantly affected the number of clumps, root weight, clump weight, overall weight, number of flowers, number of tubers and tuber weight but did not significantly affect the height at P≤0.05 level. Interaction between planting media and NPK fertilizer did not significantly affect all parameters. Keywords: Chips, NPK Fertilizer, Nut Grass, Planting Media

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

Awakening Children's Minds

2001 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Adult Child ◽  
Educational Practice ◽  
Private Speech ◽  
Child Rearing ◽  
General Audience ◽  
Educational Environments ◽  
Problem Solving Strategies ◽  
Way Of Thinking ◽  
And Behavior ◽  
And Control

Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

scholarly journals Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yang Jiang ◽  
Tao Gong ◽  
Luis E. Saldivia ◽  
Gabrielle Cayton-Hodges ◽  
Christopher Agard
Keyword(s):  
Problem Solving ◽  
Time Allocation ◽  
Large Scale ◽  
Solution Process ◽  
Process Data ◽  
Mathematics Assessments ◽  
Assessment Design ◽  
Eighth Grade Students ◽  
Problem Solving Strategies ◽  
Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

scholarly journals Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 793
Author(s):  
Manuel Santos-Trigo ◽  
Fernando Barrera-Mora ◽  
Matías Camacho-Machín
Keyword(s):  
Problem Solving ◽  
High School Teachers ◽  
Digital Technology ◽  
Dynamic Models ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Use Of Technology ◽  
Technology Affordances ◽  
Problem Solving Strategies

This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

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