scholarly journals THE TOPIC BIODIESEL IN HIGH SCHOOL CHEMISTRY TEXTBOOKS

2011 ◽  
Vol 08 (15) ◽  
pp. 65-71
Author(s):  
André Leandro SILVA ◽  
Geovana do Socorro Vasconcelos MARTINS ◽  
Roberta Chaiene Almeida BARBOSA ◽  
Andréa Maria Brandão MENDES ◽  
Luiz Fernando de Oliveira COELHO
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Know How ◽  
Chemistry Textbooks ◽  
Open Questions

The approach of cross themes is an option to facilitate the teaching and learning process of Chemistry. This study aimed to verify how the issue of biodiesel is being treated in chemistry classes in high school and its presence in the textbooks adopted by the teachers. For this purpouse, high school Chemistry teachers of five schools of Campina Grande-PB answered a questionnaire with open questions to collect data. The textbooks used were of the authors Geraldo Camargo (1997), Usberco and Salvador (2006), Sardella (2004) and Feltre (2005), where this last one was the most widely accepted and the only that is part of the federal government's program of Chemistry textbooks for high school. Regarding the presence of the theme of biodiesel in the textbook adopted, some teachers were unsafe in their answer or did not know how to answer, which shows that some of them do not have an idea about the content of the book they use. Most teachers claimed lack of time to address theme and it was showed that many of them followed the book adopted strictly. Then if the book does not cover the content, the teacher also did not do it.

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Victoria M. Borland ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Formative Assessments ◽  
Learning Goals ◽  
Specific Method ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Assessment Design ◽  
Teachers Beliefs ◽  
Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

scholarly journals TEACHER’S QUESTIONS USED IN TEACHING ENGLISH AT THE 1ST GRADE STUDENTS OF ONE JUNIOR HIGH SCHOOL IN BANDUNG

2020 ◽  
Vol 3 (1) ◽  
pp. 78
Author(s):  
Gita Ernita ◽  
Tini Apriliani
Keyword(s):  
High School ◽  
Data Collection ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Participant ◽  
Teaching English ◽  
Short Answer ◽  
Descriptive Research ◽  
Short Answer Questions

Teachers are facilitators that assist students to make the learning process easier and more comfortale. Techer question is a part of learning process. The  aim  of  this  research  is to  find out the types  of  questions  asked  by teachers  in  teaching  and  learning  process.  This  research  is  descriptive  research.  Participant of this research are two English teachers at SMP PGRI Bandung. The  data  collection  used  two  instruments  namely    audio  recording  and  note taking.  From  this  research,  researcher  found  that  open ended questions are mostly occur in the classroom beside ; yes/no questions, short answer   questions,   display   questions,   referential   questions   and   non   retrieval questions. During research, there are three kind of languages used by teachers, they are English, mixed English –Indonesian, and Indonesian.

scholarly journals Kepemimpinan Pendidikan

2019 ◽  
Author(s):  
Deby Willy Amanda
Keyword(s):  
Educational Leadership ◽  
Learning Process ◽  
Teaching And Learning ◽  
Know How

This article aims to find out what the leaders of education mean,know how the fun of educational leadership,know the types of educational leadership and know the principal’s leadership style.this article usesresearch literature techniques,by gathering resource frm books as a student studying in education,it is very important to know leadership in education,to facilitate the teaching and learning process.

scholarly journals Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

2021 ◽  
Vol 21 (2) ◽  
pp. 1-11
Author(s):  
Ratih Apri Sari ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
High School ◽  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Project Based Learning ◽  
Vocational High School ◽  
Learning Models ◽  
High School English ◽  
Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

scholarly journals The Effect of Learning Model Multimedia-Based toward The Students’ English Ability at Senior High School of Kolaka Regency

2017 ◽  
Vol 2 (2) ◽  
pp. 249
Author(s):  
Kadaruddin Kadaruddin
Keyword(s):  
High School ◽  
Experimental Design ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Senior High School ◽  
English Teacher ◽  
Post Test ◽  
The Mean ◽  
Test Result

This research was design to know the effect of learning model multimedia-based toward the students’ English ablility at senior high school of Kolaka Regency. The question of the research was “Is there an effect of learning model multimedia-based toward the students’ English ablility at senior high school of Kolaka Regency? The objective of the research was to find out the data whether the learning model multimedia-based has an effect toward the students’ English ablility at senior high school of Kolaka Regency. The significant of the research was expected the model can be used as reference learning model to improve the students’ English ablility.<strong> </strong>The design of the research was pre-experimental design. The research was conducted at the first-class students of Senior High School 1 Wundulako in Kolaka District. The data were collected by using English test which given at the pre-test and the post-test.<strong> </strong>In analysed the students’ test result, which the mean score of pre-test was 33,8806 and the mean score of post-test was 69,4058, while the t-table 18,55&gt;2,042 t-test. Its mean that the learning model multimedia-based has an effect toward the students’ English ablility. Refering to the findings and discussions of the research, it can be concluded that the learning model multimedia-based has an effect toward the students’ English ablility at senior high school of Kolaka Regency. It was based on the mean score in pre-test and post-test.Based on the conclusion of the research, the researcher suggests to the teacher, especially English teacher in Kolaka Regency to use learning model multimedia-based in teaching and learning process to improve the students’ English ability.

scholarly journals Kahoot Apps in ELT Context: An alternative Learning Strategy

2019 ◽  
Vol 1 (1) ◽  
pp. 11-15
Author(s):  
Nunung Susilo
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
English Language Teaching ◽  
Online Application ◽  
Know How ◽  
English Classrooms ◽  
Quality Of Teaching

This research was designed in descriptive qualitative research to ensure there are triangulations data regarding Kahoot apps in English Language Teaching (ELT) context. The data was collected from several related literature on the application of Kahoot online application in English classrooms including online forum. The analysis of the study sees teaching English using media such as Kahoot is one effective strategy that makes students enjoy the teaching and learning process around the globe. Many studies have proven the effectiveness of using video as a learning medium for students, especially in EFL classes. Kahoot seems not only gives students pleasure to learn but also can make students more active and comfortable in the learning process. Therefore, taking a cue from many studies around the world underline the significant findings the teacher as a model must know how to deliver good material using Information system i.e., Kahoot online application. This study also would like to suggest before using this online application as a medium for teaching, teachers must have a step by step plan of what the teacher must do during teaching and learning to ensure the quality of teaching.

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