scholarly journals Cooking Training Intervention to Improve Cooking Skills and Self Efficacy in Preparing Breakfast for Kendari City Junior High School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 54-61
Author(s):  
Titi Sholeha ◽  
Rahayu Indriasari ◽  
Healthy Hidayanty ◽  
Nurhaedar Jafar ◽  
Saifuddin Sirajuddin ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Nutrition Education ◽  
Junior High School ◽  
Self Efficacy ◽  
Intervention Group ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Cooking Skills

The quality of adolescent breakfast is very influential on daily nutritional needs. Fast food is a favorite food for teenagers but the nutritional content is lacking. Love to eat - ready-to-eat food makes the practice of cooking decline. The purpose of this study was to improve cooking skills and self-efficacy in preparing breakfast for junior high school students in Kendari City. This study is a quasi-experimental design. The subjects in this study were 26 students of SMPN 10 Kendari, namely the intervention group who were given cooking training and nutrition education with the lecture method and 26 students of SMPN 5 Kendari were the control group who were given nutrition education through leaflets. Data were analyzed using paired t-test and independent sample t-test. The results showed that there were differences in cooking skills and self-efficacy in preparing breakfast (p<0.05) in the intervention group (p<0.05). In addition, there were also differences in self-efficacy in preparing breakfast between the intervention group and the control group (p<0.05). It was concluded that there was a positive effect of cooking training on increasing self-efficacy and cooking skills for preparing breakfast. For the school, it is better to hold extracurricular cooking activities to train students' skills in meeting daily nutritional intake.

Abstract 2426: A Stroke Campaign of Act FAST for Junior High School Students and Their Parents

Stroke ◽  
2012 ◽  
Vol 43 (suppl_1) ◽  
Author(s):  
Tatsuo Amano ◽  
Chiaki Yokota ◽  
Yuki Sakamoto ◽  
Yuya Shigehatake ◽  
Yasuteru Inoue ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Intervention Group ◽  
Signs And Symptoms ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Speech Disturbance

Background and purpose: Early recognition of stroke signs and symptoms is essential for emergent treatment and improvement of clinical outcomes. We examined efficacy of a stroke education program for junior high school students and their parents. Methods: From February 2010 to May 2011, 349 students in 11 classes of the 1 st grade of 3 junior high schools (12 - 13 years old) and their parents were enrolled. The subjects were divided into 2 groups; an intervention group (6 classes, 190 students) and a control group (5 classes, 159 students). Students in the intervention group received a 45-minutes lesson on stroke signs and symptoms, the FAST message (Facial droop, Arm weakness, Speech disturbance, Time to call 119), and stroke risk factors. School items consisting of a pen, file, magnet, sticky note with the FAST message, and stroke pamphlets were also distributed to students in the intervention group. Parents of the intervention group were educated indirectly through the stroke pamphlets and items. For all subjects, questionnaires on stroke knowledge were examined at the baseline, immediate post-lesson time and 3-month after the stroke lesson. Results: Percentages of correct answers were not significantly different between the 2 students groups at the baseline. Three-months after the stroke lesson, students in the intervention group answered more correctly than the control group in the questions of facial palsy (97% in the intervention group vs. 54% in the control group; P<0.001), speech disturbance (98% vs. 67%; P<0.001), hemiplegia (80% vs. 63%; P<0.001), calling 119 for stroke (88% vs. 57%; P<0.001), alcohol drinking (85% vs. 65%; P<0.001), smoking (70% vs. 51%; P<0.001), hypertension (81% vs. 68%; P=0.004) and the FAST message (96% vs. 10%; P<0.001). Parents of the intervention group also answered more correctly in the question of facial palsy (93% vs. 80%; P=0.001), speech disturbance (95% vs. 86%; P=0.008), hemiplegia (87% vs. 78%; P=0.032), calling 119 for stroke (95% vs. 85%; P=0.004), arrhythmia (31% vs. 19%; P=0.016), and the FAST message (78% vs. 26%; P<0.001) than those of the control group 3 month after the stroke lesson. Conclusions: The stroke education program for junior high school students and their parents improved their stroke knowledge, especially of the FAST message.

scholarly journals ANALISIS KESULITAN DAN SELF-EFFICACY SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIKA BERBENTUK SOAL CERITA

2016 ◽  
Vol 3 (1) ◽  
pp. 76 ◽  
Author(s):  
Novferma Novferma
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Junior High ◽  
Sampling Technique ◽  
Junior High School Students ◽  
School Students ◽  
Mathematical Problems

Penelitian ini bertujuan untuk mendeskripsikan letak, jenis, faktor-faktor kesulitan, dan self-efficacy siswa SMP swasta di Kabupaten Sleman, DIY dalam memecahkan masalah matematika berbentuk soal cerita. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah 124 siswa SMP swasta di Kabupaten Sleman, DIY yang berasal dari empat sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan dengan stratified proportional random sampling technique. Instrumen yang digunakan berupa tes diagnostik terdiri atas 5 butir soal, angket self-efficacy, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kesulitan siswa dalam pemecahan masalah matematika berbentuk soal cerita terletak pada pengetahuan faktual, pengetahuan konseptual, pengetahuan prosedural, dan pengetahuan metakognitif. Jenis kesulitan yang dialami siswa yaitu pada mengingat fakta, mengingat konsep, memahami fakta, memahami konsep, menerapkan konsep, menerapkan prosedur, menganalisis prosedur, mengevaluasi faktual, mengevaluasi konsep, mengevaluasi prosedur, dan mengomunikasikan metakognitif. Faktor-faktor kesulitan yang dialami siswa SMP dalam memecahkan masalah matematika berbentuk soal cerita kelas VIII yaitu siswa merasa waktu yang diberikan tidak cukup, mudah menyerah, kurang teliti, sering lupa, merasa cemas, dan siswa tergesa-gesa untuk mengerjakan soal. Self-efficacy dari 124 siswa berada dalam kategori tinggi dengan rata-rata sebesar 90,4.Kata Kunci: analisis kesulitan siswa, self-efficacy, pemecahan masalah matematika, soal cerita AN ANALYSIS OF DIFFICULTIES AND SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING STORY FORM MATHEMATICAL PROBLEMS AbstractThis research aimed to describe the positions, types, difficulty factors, and self-efficacy of junior high school students in Sleman, DIY in solving story form mathematical problems. This study was survey research using the quantitative and kualitative approach. The subjects of this research were 124 students of private junior high schools in Sleman, DIY, which were from four different school groups in the high, middle, and low categories. The sample was established using the stratified proportional random sampling technique. The instruments which were used namely diagnostic test that consisted of 5 items, self-efficacy questionnaire, and interview guides. The results indicate that students’ difficulties in solving story form mathematical problems lie on factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The types of difficulties experienced by students include remembering fact, remembering concept, understanding facts, understanding concept, applying concept, applying procedure, analyzing procedure, evaluating fact, evaluating concept, evaluating procedure, and communicating metacognitive. Difficulty factors that grade VIII students experience in solving story form mathematical problems include: students feel that the time given is not enough, easily give up, are not meticulous enough, oftenly forget, and are anxious and impatient while solving the problems. The self-efficacy of 124 students can be categorized as high with an average score of 90.4.Keywords: analysis of students’ difficulties, self-efficacy, mathematics problem solving, story problem.

scholarly journals The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

2019 ◽  
Vol 9 (2) ◽  
pp. 122 ◽  
Author(s):  
Atiek Winarti ◽  
Leny Yuanita ◽  
Moh. Nur
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Intelligences ◽  
Junior High School ◽  
Teaching Strategy ◽  
Junior High School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills

The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

Medcamp's Effect on Junior High School Students' Medical Career Self-Efficacy

1995 ◽  
Vol 43 (3) ◽  
pp. 285-295 ◽  
Author(s):  
Joan D. Speight ◽  
Kenneth S. Rosenthal ◽  
Bonnie J. Jones ◽  
Paula M. Gastenveld
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Medical Career

scholarly journals The Implementation of Tactical Approach in Developing Football Games Performance and Understanding of Junior High School Students

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
S Sucipto
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mean Difference ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference

The purpose of this study was to implement the tactical approach in developing junior high school students’ understanding and games performance in football. The method used in this research was experimental method with pre-test post-test control group design. The research involved two groups, including experimental group with tactical approach intervention and a group with technical approach intervention for developing understanding and skills in playing football of junior high school students. Two instruments were used in this study, namely (1) cognition instrument, multiple choice type, with C1 to C3 difficulty levels to measure students’ understanding in football games learning and (2) Game Performance Assessment Instrumen (GPAI) for measuring football games performance. The reseach involved junior high school students in Bandung. The data collected were analysed by using one-way MANOVA to see the relationship between the groups related to the development of uderstanding and enjoyment. The result of the analysis showed that the t value of understanding variable was -1.64 and significant at the level 0,05 (0,05≤ 0,05) with mean differences -1.32. It showed that there was a significant difference between the tactical and technical group in understanding aspect. Meanwhile, in football games performancevariable, the t value was -5.71 and significant at the level 0,00 (0,00 ≤ 0,05) with mean difference -3.97. It showed that there was a significant difference between the tactical and technical group in football playing skills. According to the result of analysis, it concludes that (1) The implementation of the tactical approach had an effect on students’ understanding in football games learning, (2) The implementation of tactical approach had an effect on games performance of the students in football games learning. AbstrakTujuan utama penelitian ini adalah mengimplementasikan pendekatan taktis terhadap pengembangan pemahaman dan keterampilan bermain sepak bola siswa SMP. Metode yang akan digunakan dalam penelitian ini adalah eksperimen dengan rancangan pretest posttest control group design. Melibatkan  dua kelompok, yaitu satu kelompok eksperimen dengan intervensi pendekatan taktis dan satu kelompok dengan intervensi pendekatan teknis (tradisional) terhadap pengembangan  pemahaman  dan keterampilan bermain sepakbola siswa SMP. Terdapat dua instrument yang akan digunakan dalam penelitian ini yaitu (1) instrument kognisi jenis multiple choise pada tingkat kesukaran C1 sampai dengan C3 yang akan digunakan untuk mengukur pemahaman siswa dalam permbelajaran bermain sepak bola, (2) instrument tes keterampilan bermain sepakbola dengan menggunakan Game Permomance Assessment Instrumen (GPAI). Penelitian akan dilakukan pada siswa-siswi SMP dilingkungan kota Bandung. Semua data yang diperoleh akan analisis dengan menggunakan teknik manova satu jalur yang bertujuan untuk melihat pengaruh antar kelompok baik pada pengembangan pemahaman dan kesenangan secara bersama-sama maupun masing-masing variabel. Hasil analisis menunjukan bahwa pada variable pemahaman diperoleh nilai t sebesar -1.64 dan signifikan pada 0,05 (0,05 ≤ 0,05) dengan mean difference sebesar -1.32. Hal tersebut menunjukan bahwa terdapat perbedaan yang signifikan antara kelompok taktis dan teknis terhadap pemahaman Sedangkan pada variable keterampilan bermain sepak bola diperoleh nilai t sebesar -5.71 dan signifikan pada 0,00 (0,00 ≤ 0,05) dengan mean difference sebesar -3.97. Hal tersebut menunjukan bahwa terdapat perbedaan yang signifikan antara kelompok taktis dan teknis terhadap keterampilan bermain sepak bola. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa (1) Implementasi pendekatan taktis memberikan pengaruh terhadap pemahaman siswa dalam pembalajaran sepak bola, (2) Implementasi pendekatan taktis memberikan pengaruh terhadap keterampilan dasar bermain sepak bola siswa dalam pembalajaran sepak bola.

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