scholarly journals Gamificación en el desarrollo de la competencia matemática: Plantear y Resolver Problemas

2018 ◽  
Vol 1 (12) ◽  
Author(s):  
Adriana Macías Espinales
Keyword(s):  
Academic Performance ◽  
Educational Innovation ◽  
Theoretical Method ◽  
Mathematical Competence ◽  
Leading Role ◽  
Motivation For Learning ◽  
Before And After ◽  
Post Test ◽  
Innovación Educativa ◽  
Teaching Learning

En el contexto de enseñanza-aprendizaje de las Matemáticas, la autora identificó el problema, bajo desempeño académico en estudiantes de Primero de Bachillerato General Unificado (1ero BGU), de ahí que surge la propuesta de implementar una innovación educativa cuyo objetivo se centró en mejorar el desempeño académico, en función del desarrollo de la competencia matemática: Plantear y Resolver Problemas, e incrementar la motivación por el aprendizaje, utilizando estrategias de Gamificación a través de la plataforma Rezzly. Con respecto a la metodología, se trató de una investigación-acción que aplicó el método teórico hipotético-deductivo con un enfoque Mixto (Cuantitativo y Cualitativo –transversal-); empleó un diseño pre-experimental con pre y pos prueba a un solo grupo de 49 participantes. Acerca de los resultados, la prueba t-Student para dos muestras relacionadas corroboró una variación en el desempeño académico de los estudiantes, antes y después de la innovación (preprueba: 3,91; posprueba: 8,33). Al final se concluyó que aplicar la estrategia de Gamificación como apoyo a las clases presenciales y con un papel protagónico en las clases virtuales desarrolla la competencia matemática: Plantear y Resolver Problemas, mejora el desempeño académico e incrementa la motivación en los estudiantes. Palabras claves: innovación educativa, innovación tecnológica, competencia matemática: Plantear y Resolver Problemas, motivación, Rezzly. Summary In the context of teaching-learning of Mathematics, the author identified the problem, under academic performance in First Unified General Baccalaureate students (1st BGU). Hence, the proposal to implement an educational innovation whose objective was focused on improving academic performance, based on the development of mathematical competence: pose and solve problems, and increase the motivation for learning, using Gamification strategies through the Rezzly platform. With respect to the methodology, it was an action research that applied the hypothetical-deductive theoretical method with a Mixed (Quantitative and Qualitative -transversal-) approach; used a pre-experimental design with pre and post test to a single group of 49 participants. About the results, the t-Student test for two related samples corroborated a variation in students' academic performance, before and after the innovation (pre-test: 3.91, post-test: 8.33). In the end it was concluded that applying the Gamification strategy as a support to face-to-face classes and with a leading role in the virtual classes develops the mathematical competence: pose and solve problems, improve academic performance and increase student motivation. Keywords: educational innovation, technological innovation, mathematical competence: pose and solve problems, motivation, Rezzly. PARTICIPACIÓN EN LA PUBLICACIÓN: Autor: Adriana Macías Espinales, MSc.

scholarly journals EVALUATION BY RUBRIC OF SOLIDARITY IN ACQUISITION SKILLS COLLEGE

2013 ◽  
Vol 52 (1) ◽  
pp. 92-104
Author(s):  
Francisco Manuel Morales Rodríguez
Keyword(s):  
Academic Performance ◽  
Ethical Issues ◽  
Positive Impact ◽  
Educational Innovation ◽  
Skills Acquisition ◽  
University Curriculum ◽  
Before And After ◽  
Educational Sciences ◽  
Teaching Learning ◽  
The University

The European Higher Education Area involves major changes in the teaching-learning process for the acquisition of transversal skills, such as social and citizens. It establishes a need for active methods, learning and so to develop in students the ability to make decisions and learn independently, reflective and critical promoting these skills. Considering the importance of a program, training in values and ethics of solidarity that joins the university curriculum (educational innovation program, PIE10-127), we performed a comparative study on ethical issues in college students before and after of their application the program and an evaluation of effectiveness of different active methodologies to promote solidarity skills acquisition, and its impact on performance. Participants in this study were 4103 university students, aged 18 and 57, of the Faculty of Psychology and Educational Sciences of the University of Málaga (2010-2012). The results show an increase in the acquisition of skills solidarity, following the implementation of the program and that the methodologies employed active, positive impact on academic performance. The relevant conclusion obtained, points to the need to reinforce and develop these values solidarity actions in college. Key words: academic performance, active methods, values, solidarity.

scholarly journals Using Think-Pair-Share for writing descriptive texts

2017 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
Rosnani Sahardin ◽  
Cut Salwa Hanum ◽  
Sofyan A. Gani
Keyword(s):  
Test Scores ◽  
Learning Method ◽  
Writing Ability ◽  
Cooperative Teaching ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Teaching Learning ◽  
The Right ◽  
Banda Aceh

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.

Electrónico” Funcimat” Como Herramienta Didáctica Para El Estudio De Funciones Matemáticas Y Su Incidencia En El Rendimiento Académico Estudio De Caso: Escuela De Agronomía, Facultad De Recursos Naturales Espoch

2017 ◽  
Vol 13 (6) ◽  
pp. 106
Author(s):  
Marco Hjalmar Velasco Arellano ◽  
Carla Sofía Arguello Guadalupe ◽  
Mayra Mayra Elizabeth Caceres Mena ◽  
José Franklin Arcos Torres ◽  
Patricia del Lourdes Gallegos Murillo
Keyword(s):  
Academic Performance ◽  
Mathematical Reasoning ◽  
Research Work ◽  
Mathematical Functions ◽  
Knowledge And Skills ◽  
First Semester ◽  
Before And After ◽  
Chi Squared ◽  
The Difference ◽  
Teaching Learning

This research work shows a comparative study between using and not using the electronic module called Funcimat and its incidence in the students’ academic performance. The students who were considered for this experiment belonged to the first semester of the Agronomy School. This group, which was divided in two, served as the experiment and the control samples. The experiment was based on the teaching – learning process of Mathematics. Funcimat was applied to one group, and the traditional methodology and techniques were applied to the other group. In order to demonstrate the hypothesis, the Chi squared test was applied to see the difference of proportions and correlation since the idea is to compare Funcimat incidence on the academic performance. The results obtained before and after the experiment determined that there are significant differences between the traditional methodology and the alternative guidelines. Funcimat allows the students to build their own reasoning scenario about mathematical reasoning. This way they develop knowledge and skills to solve each one of the proposed mathematical functions.

scholarly journals Improving the Students’ Speaking Skill Through Snakes and Ladders (Sl) on Second Semester Students of English Study Program at Stain Bengkalis

2020 ◽  
Vol 9 (1) ◽  
pp. 46
Author(s):  
Rini Fitria ◽  
Ervina Ervina
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Qualitative Data ◽  
Study Program ◽  
Know How ◽  
Interactive Model ◽  
Before And After ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning

The aim of the research was to describe the learning atmosphere during the implementation of “Snakes and Ladders” in teaching Speaking. Besides, the research was also designed to know how the improvement of the students’ Speaking skill during the implementation of “Snakes and Ladders”. This research was a classroom action research. The participants of this research were 27 second semester students of English Study Program at STAIN Bengkalis. This research was conducted in two cycles by following the procedure of action research, i.e. planning, implementing, observing, and reflecting. In collecting the data, the researcher used observation, questionnaire, and test. The lecturer was the researcher assisted by collaborator as observer. The questionnaire was given to the students before and after the implementation of “Snakes and Ladders”. The tests were in the form of pre-test, post-test 1 and post-test 2. The data were analyzed qualitatively and quantitatively. The qualitative data were analyzed using Interactive Model of Data Analysis as propounded by Matthew M. Miles and A.M. Huberman. The results of the research showed that the learning atmosphere also improved. The class became more active and confident. Furthermore, “Snakes and Ladders” was able to improve the students’ Speaking Skill. It was proven by the increase of the students’ mean score from 41.16 in pre-test to 46.21 in cycle 1, and 48.98 in cycle 2, although the results of the research were just a little bit improvement. It could be concluded that the use of “Snakes and Ladders” has proven to be an effective way in teaching-learning of Speaking Skill on Second Semester of English Study Program at STAIN Bengkalis.

scholarly journals PENINGKATAN PENINGKATAN KETERAMPILAN MENULIS TEKS CERAMAH MELALUI MODEL PEMBELAJARAN CONCEPT SENTENCE

2020 ◽  
Vol 5 (2) ◽  
pp. 262-269
Author(s):  
Willyana Ramlan
Keyword(s):  
Research Finding ◽  
Research Method ◽  
Learning Model ◽  
Teaching Writing ◽  
Model Concept ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Test Result

There were several reasons for conducting this study, students’ seriousness in attending writing speech text were still low and not excited. Therefore, the teacher must choose and apply an effective teaching learning model to improve students’ abilities in writing speech text. This study aims to improve students’ abilities in writing speech text through concept sentence model and investigated students’ responses through teaching writing speech text by using concept sentence model. The quasi experiment is the research method of this study. The control and experiment class were given pre-test and post-test to know the students’ abilities before and after treatment. The questionnaire also used to gain the data about students’ responses through teaching writing speech text by using concept sentence model. The research finding shows that the model concept sentence is effective to improve students’ ability in writing speech text . The indicators of the success of by using SPSS 23.0 are that: (1) the mean of pre-test result in the experiment class was 64,18 and  post-test result in the experiment class was 81,28, meanwhile the mean of pre-test result in the control class was 60,57 and  post-test result in the control class was 71,50; (2) the students’ responses through questionnaires found that the application concept sentence model was very positive.  

scholarly journals Improving Students’ Achievement in Reading Descriptive Text through Reciprocal Teaching Strategy

2018 ◽  
Vol 1 (1) ◽  
pp. 29-48
Author(s):  
Rohdearni Wati Sipayung
Keyword(s):  
High School ◽  
Test Data ◽  
Teaching Strategy ◽  
Reading Strategy ◽  
Basic Knowledge ◽  
Reciprocal Teaching ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

This paper describes how to improve students’ achievement in reading descriptive text through reciprocal teaching strategy. The sample of this paper are 21 Students of VIII-1 Grade in Senior High School of PTPN IV Bah Jambi. The pre- test data were distributed before the treatment of Reciprocal Teaching Strategy and the post-test data were taken after the treatment of teaching-learning reading descriptive text by using Reciprocal Teaching Strategy. The finding shows before the treatment of Reciprocal Reading Strategy, the basic knowledge of students at grade VIII SMP Swasta PTPN IV Bah Jambi was low since the mean of pre-test data was 25,95 and after the treatment, the students’ achievement in reading descriptive text was good where the mean of post-test data was 69,76 so that the mean difference before and after the treatment was 43,81

scholarly journals PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS PROBLEM BASED LEARNING DAN BERORIENTASI KEMAMPUAN METAKOGNITIF

2020 ◽  
Vol 8 (2) ◽  
pp. 153
Author(s):  
Andi Asyhari
Keyword(s):  
Real Life ◽  
Problem Based Learning ◽  
Field Testing ◽  
Large Field ◽  
Learning Approaches ◽  
Total Contribution ◽  
Learning Achievement ◽  
Before And After ◽  
Post Test ◽  
Teaching Learning

Problem-based learning (PBL) in biology has been considered as one of the innovative contextual teaching designs, since students learn biology from problems (cases) of real life and it potentially encourage students’ metacognition.  This research was aimed at developing biology teaching devices, grounded in problem-based learning approaches and metacognition habits, and identifying their  effect on students’ learning achievement and metacognition.  The large field testing was implemented on 33 students, using  pre-experimental design group single pre-test – post test design. Experimental data was analysed quantitatively.  The findings showed that (1) there was a significant effect of the use of the innovative lesson devices on student learning achievement and metacognition which is measured using questionnaire metacognitive (MAI). Metacognition scores were more likely to be  improved, before and after treatment (0.36 middle). High metecognition scores were on planning aspects (0.42 middle) and the lowest score of metecognition was on executing aspects (0,29); (2) learning achievement was also improved, before and after treatment.  N-gain score was 0.52 (middle). The total contribution of the lesson design on learning achievement and metacognition was classfied ‘highly effective’. Biology teachers could use the product to improve the quality of their teaching learning processes

scholarly journals THE EFFECT OF FREELETIC EXERCISE ON LEG STRENGTH IN THE FREELETIC COMMUNITY OF MAKASSAR

2018 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Irianto Irianto ◽  
Hastuti Hastuti
Keyword(s):  
Muscle Strength ◽  
Physical Condition ◽  
Muscle Power ◽  
Sampling Technique ◽  
Sport Practice ◽  
Leading Role ◽  
Balance Accuracy ◽  
Before And After ◽  
Post Test ◽  
Leg Muscle

Introduction: Any human exercise will always involve physical conditions in it. there are 10 kinds of components of physical condition, that is strength, endurance, muscle power, speed, flexibility, agility, coordination, balance, accuracy, and reaction. Limb muscles play a leading role in many sports. To improve and develop the physical condition of an athlete, it takes an exercise, an exercise that someone has to do continuously in order to produce maximum movement. Freeletic exercise is one of the techniques used to increase leg muscle strength. This study aims to determine differences in leg muscle strength in freeletic members Makassar before and after the provision of freeletic exercise. Methods: This study is Pre Exsperimental and using one group pre-post test design. The sampling technique is purposive sampling with the number of samples is 20 people based on the inclusion and exclusion criteria for 6 weeks. Measuring tool used is Leg Dynamometer and Squat Test to know the value of muscle strength of limb before and after 18 practice. Results: The results showed there is an effect of freeletic sport to increase legs muscle strength after given 18 times freeletic sport practice with value of P<0,001.

scholarly journals Didáctica de la danza tradicional para la escuela: revisión bibliográfica (Traditional dance didactics for the school: bibliographic review)

Retos ◽  
2020 ◽  
pp. 57-67
Author(s):  
Raquel Pastor ◽  
Ángela Morales Fernández
Keyword(s):  
Educational Innovation ◽  
Traditional Dance ◽  
The World ◽  
Innovación Educativa ◽  
Teaching Learning

  Este artículo se propone una revisión bibliográfica con el objetivo de determinar qué publicaciones existen sobre una didáctica específica de las danzas tradicionales o folclóricas (de España y del mundo) para la escuela, así como analizar cada una de estas referencias respecto a los conceptos metodológicos que ofrece. Nuestra intención en este sentido sería poder establecer si las nuevas formas de entender los procesos de enseñanza-aprendizaje se han visto reflejadas en estos contenidos escolares para esbozar la evolución en aspectos de innovación educativa y renovación pedagógica que ofrecen para el aula. Esta revisión bibliográfica, supone desde nuestro estudio, mostrar una foto fija de los materiales con los que cuentan los docentes, junto con la descripción y presentación de cada uno de los documentos encontrados y analizados. Finalmente, se concluye con una reflexión sobre la pertinente publicación actualizada de nuevos paradigmas en la enseñanza de la danza tradicional para la escuela. Abstract. This article proposes a bibliographical review with the aim of determining what publications exist on a specific didactics of traditional or folk dances (from Spain and the world) for the school, as well as analysing each of these references with respect to the methodological concepts it offers. Our intention in this sense would be to be able to establish if the new ways of understanding the processes of teaching-learning have been reflected in these school contents to outline the evolution in aspects of educational innovation and pedagogical renovation that they offer for the classroom. This bibliographical review supposes, from our study, to show a still picture of the materials available to the teachers, together with the description and presentation of each one of the found and analysed documents. Finally, it concludes with a reflection on the relevant updated publication of new paradigms in the teaching of traditional dance for the school.

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