Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII SMP Dalam Menyelesaikan Soal- Soal Geometri Bangun Ruang

Students' mathematical problem solving ability is one thing that must be considered. This is because when students are given problem solving problems in the form of routine students are able to solve these problems, but if a non-routine problem arises, students will have difficulty. During teaching and learning activities students are able to solve problems when presented with questions of the same type. However, if given a variety of questions, some students have difficulty working on them. This study aims to explore and describe students' mathematical problem solving abilities in solving spatial problems. This study uses a descriptive qualitative approach. The data analysis technique in this study used descriptive analysis techniques. The results of the analysis show that high-ability subjects can understand the problem by writing steps, solving problems, re-examining the results of work very precisely and correctly. Students with moderate abilities can only solve problems without writing what is known and asked. Meanwhile, low-ability students cannot fulfill all aspects of mathematical problem solving.

Pengembangan Lembar Kegiatan Siswa Berbasis Online Berbantuan Geogebra Book untuk Siswa SMA Kelas X pada Materi Trigonometri

The implementation of distance learning can not be separated from various problems, including students who are lack of motivation, teachers who find difficulties to work together with parents, and teachers who find difficulties to develop ideas on technology-based learning. To overcome these problems, the student activity sheet which equipped with practice questions and assessments with Geogebra Book aid is already developed as a learning innovation. The material developed in this research is trigonometry with the sub material of graph of trigonometric functions. The research model which used is ADDIE (Analysis, Design, Development, Implement, Evaluate). The research was conducted in SMA Negeri 1 Kepanjen by involving 10 students of social class grade X as test subjects, consisting of 3 students with low ability, 4 students with moderate ability, and 3 students with high ability. Data analysis was measured based on aspects of validity and practicality. Calculation of research data shows that the research product is valid based on an average validity score of 93% and practical based on an average practicality score of 84%. Based on the results of this data analysis, it can be concluded that the product development of student activity sheet along with practice questions and assessments meets the valid and practical criteria to facilitate students and teachers in the process of learning activities.

Parental Evaluation of the Socio-Personal Adjustment of High Ability Students in a Cluster Grouping Program

High ability students have differential cognitive characteristics that require a specific educational response to develop their full potential. Cluster ability grouping is one of the available approaches to respond to their training. One of the main criticisms of this teaching method, also supported by the big-fish-little-pond effect (BFLPE), is that high ability students may show a decrease in their self-concept. The aim of this research is to present the evaluation carried out by parents of primary school high ability students on the effect of an educational cluster grouping program on their personal and social adjustment, comparing these variables before the beginning of the school year and at the end of it. Approximately 100 students’ parents of the Educational Centre for Highly Ability Pupils participated in the evaluation. The instrument used for the evaluation was the Socialization Battery (BAS-2) for parents. The results showed that parents observed some improvements, either due to an increase in the scales measuring positive socialization variables or a decrease in the scales measuring negative socialization variables. The most substantial improvements are found in the second and third grades. We conclude that the results do not support the big-fish-little-pond effect (BFLPE).

Twice-Exceptional Students

Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.

Giftedness in Brazil: To what extent does terminology really matter?

For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as superdotado (the common translation of gifted into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as high ability student, which is associated with academics, and talented, which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students.

Choroby i ich objawy w XIX-wiecznym Słowniku polsko-łacińsko-łotewskim Jana Kurmina

This article presents an analysis of the names of diseases and their symptoms in Słownik polsko-łacińsko-łotewski (The Polish-Latin-Latvian dictionary) by Jan Kurmin (ed. Vilnius, 1858). The number of excerpted lexical items (377) is presented in 11 semantic fields (from the most expanded to the smallest one): diseases of the motor system, skin diseases, respiratory system diseases, symptoms of multiple diseases, internal diseases, infectious diseases, diseases of the sensory organs, wounds and cuts, digestive system diseases, mental diseases, cardiovascular diseases. The analysis shows that despite the high ability to observe symptoms, the knowledge of treatments remained limited, which is why the dictionary presents mostly diseases that can be easily observed with the unaided eye. The non-professional character of the dictionary is also evidenced by the use of synonymous sequences, vocabulary with indistinct meaning, and descriptive names of diseases.

From Managing Stigma to Forming Friendships: Introducing a Model of Friendship Development

Parents, teachers, counselors, and others are rightfully concerned about how to support students with gifts and talents in making friends while maintaining their interest in learning. Building on decades of research, the authors describe the model of High-Ability Students' Friendship Development Process. This process is described in a flowchart and clarifies points of intervention. When those who work with students with gifts and talents are aware of the importance that differences in ability make in their friendships, they can guide them toward building healthy relationships.

Differences in learners’ critical thinking by ability level in conventional, NHT, PBL, and integrated NHT-PBL classrooms

<span>This study aimed to analyze the effect of conventional, Problem-Based Learning (PBL), Numbered-Head Together (NHT), and integrated PBL-NHT learning models on the low- and high-ability students’ critical thinking. This quasi-experimental study used a pretest-post-test nonequivalent control group design with a four-by-two factorial pattern. The analysis results showed that learners’ critical thinking was impacted by learning models implemented in the classroom and influenced by the interaction between the learning models and learners’ academic abilities. There was no difference in critical thinking among low-ability students who were taught with PBL, conventional, and integrated PBL-NHT, but a difference was found in students taught using NHT. There was no difference in critical thinking between high-ability students taught with conventional and NHT instruction, but there was a difference between students taught with PBL and integrated PBL-NHT instruction. To foster critical thinking, pupils with low academic ability should be taught using NHT, whereas those with high academic ability should be taught using PBL or an integrated PBL-NHT approach.</span>