Zoom vs. Google Classroom: Which is likely more effective for supporting students’ learning in mathematics?

[English]: The purpose of this study is to predict the probability of successful mathematics online learning using two platforms; Zoom Meeting and Google Classroom, towards students’ learning outcomes. The sample used was sixty-four grade 11 students. Data was collected through a test on matrix topics and then analyzed using probit regression. The results of the analysis show that the student's probability of success to achieve better learning outcomes using Zoom Meeting is 12.46% higher than Google Classroom. In this case, Zoom Meeting can be used as a virtual face-to-face platform, so that the teaching and learning process can be more communicative and interactive compared to Google Classroom, where its use is limited to the delivery of learning content only. Therefore, online learning using Zoom Meeting in mathematics is more recommended because it has a higher chance of improving students’ learning outcomes. [Bahasa]: Penelitian ini bertujuan memprediksi peluang keberhasilan pembelajaran daring matematika menggunakan platform Zoom Meeting dan Google Classroom terhadap hasil belajar siswa. Sampel yang digunakan sebanyak 64 siswa kelas XI. Pengambilan data dilakukan dengan tes hasil belajar pada materi matriks kemudian dianalisis menggunakan regresi probit. Berdasarkan hasil analisis, diperoleh peluang sukses siswa terhadap hasil belajar menggunakan platform Zoom Meeting 12,46% lebih tinggi dibandingkan dengan Google Classroom. Zoom Meeting merupakan platform yang dapat digunakan sebagai sarana tatap muka maya, sehingga pembelajaran dapat lebih komunikatif dan interaktif dibandingkan dengan Google Classroom yang penggunaannya dibatasi untuk penyampaian konten pembelajaran saja. Dengan demikian, pembelajaran daring menggunakan Zoom Meeting lebih direkomendasikan karena berpeluang lebih tinggi untuk meningkatkan hasil belajar matematika siswa.

Attitudes toward Psychological Help and Coping Behavior of Senior High School Students

Senior High School students are further uncovered to numerous shapes of psychological trouble (i.e. enthusiastic, social and scholastic issues) that can lead to passionate precariousness and sadness (Peterson, 2002). With this situation, guidance services are regarded vital. This study seeks to investigate among senior high school students on their attitude towards psychological help and their coping behavior. The study used the descriptive survey method among the Grade-11 and 12 students in one of the Universities in Cagayan de Oro City. Finding of the study revealed that Grade 11 and Grade 12 respondents were mostly 18 years of age and dominated by males. STEM strand was the biggest in group and most respondents came from the Public schools. Of the ATSPPHS four factor measurements, Factor-3 Interpersonal Openness got the highest mean value. Factor-4 Confidence in Mental Health Professional got the lowest mean value. Thus, the Grade -11 and 12 respondents have slight tendency and somehow positive attitude to seek professional and psychological help when they are confronted with problems and issues in life. Grade-11 coping response was through listening to music while the Grade-12 students’ coping response would to apologize to people whom they have in conflict with. Moreover, the result showed no significant difference on the respondents’ attitudes toward psychological help based on the four factors of ATSPPHC. However, there was a significant difference on students’ attitude sunder HUMMS and GAS strands toward psychological help particularly on factors two and three namely: Tolerance of Stigma Associated with Psychological Help and Interpersonal Openness respectively. The study revealed that there was no significant difference on the respondents’ coping behavior and attitude towards psychological help. It is imperative to conclude that there is a strong need to promote more awareness on the guidance related programs to encourage more Grade 11 and 12 students to trust and submit themselves for counseling whenever they face personal problems and issues in life. It therefore recommended the following: Develop a program that will address the student’s attitude and coping behavior toward seeking psychological help; Enrich the general guidance services program of the school; School personnel, teachers and counselors must undergo enrichment trainings, seminars to better understand why some students display high anxiety, fear, and depression in the campus.

The relationship between grade 11 learners’ procedural and conceptual knowledge of algebra

The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners’ procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners’ procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson’s correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners’ procedural and conceptual knowledge of algebra.

Effectiveness of GeoGebra towards Students’ Active Learning, Performance and Interest to Learn Mathematics

The present study explored the effectiveness of GeoGebra in enhancing students’ active learning, performance and interest to learn mathematics. Much emphasis was put in teaching and learning exponential and logarithmic functions. The general intention was to investigate whether the use of ICT be used to improve the teaching and learning of mathematics in Rwandan Secondary Schools. The present study is an experimental research design that employed Grade 11 students of one secondary school within Kayonza district of Rwanda. Thus, sample of 34 Grade 11 students were taught exponential and logarithmic functions with the use of GeoGebra from 19 August 2019 to 30 October 2019. Before the intervention, a short group discussion with Grade 11 students was conducted to see the students’ attitudes about learning mathematics using ICT tools. Besides, a mathematics teacher was asked a challenging topic to teach within conventional classroom. After learning with the use of GeoGebra, an attitudinal survey questionnaire was used to collect quantitative data about the effectiveness of GeoGebra in learning mathematics. Data were analyzed descriptively using Excel 2016. It was found that students acquired more knowledge. The study showed that students can learn independently through interactive dynamic software. The results, therefore, showed that students’ interest to learn mathematics increased. There is a need to strengthen one laptop per student program to enhance students’ independent learning of mathematics

Study lesson. Some aspects of the methodology and methodology

In recent years, in the pedagogical literature, it has become a common place to talk about the need to modernize, reform not only the entire education system, but also its specific components, that is, restructuring the educational process itself, in particular, the classroom system. The author considers options for methodological approaches and methodological techniques for the implementation of a modern lesson-research in the museum space. For example, a lesson in literature for grade 11 is used on the topic: “Symbolism, Acmeism, Futurism as Styles of Life and Creativity”, which was developed at the State Literary Museum within the framework of the “Lesson in the Museum” project. The analysis of the results obtained is carried out, and practical recommendations are given

RESEPSI PESERTA DIDIK SMAN 4 BANJARMASIN KELAS 11 TAHUN 2020 TERHADAP NOVEL “DAUN YANG JATUH TAK PERNAH MEMBENCI ANGIN” KARYA TERE LIYE (RECEPTION OF STUDENTS OF SMAN 4 BANJARMASIN IN GRADE 11 OF 2020 YEAR AGAINST NOVEL OF “DAUN YANG JATUH TAK PERNAH MEMBENCI ANGIN” BY TERE LIYE)

Reception of students of SMAN 4 Banjarmasin in Grade 11 of 2020 Year Against Novel of “Daun Yang Jatuh Tak Pernah Membenci Angin” by Tere Liye. This study aims to describe the reception of students of SMAN 4 Banjarmasin in grade 11 of 2020 year against novel of “Daun Yang Jatuh Tak Pernah Membenci Angin” by Tere Liye. The method used in this dtudy is a qualitative description method with Miles and Huberman, theory analysis techniques. Its estabilish analysis criteria, collect data according to analysis criteria, reduce data that does not fit the analysis criteria to the point of saturation. Present data in tabular form, interpret the relationship between reception data, and summarize the result of research. Data obtained from the adoption of student receptions on the elements of development and the value of character education in the novel. From the discussion of this thesis it can be concluded that: (1) Reception of students of SMAN 4 Banjarmasin in grade 11 of 2020 year against novel of “Daun Yang Jatuh Tak Pernah Membenci Angin” by Tere Liye that reflected from the theme, plot, character and caharacterization, setting, language, and message produce a different reception depending on the reader’s open judgment which can be broadly said to be the reception of the reader approaching the development al elements expressed and desired by the author. (2) Reception of students of SMAN 4 Banjarmasinon the value of education in the novel of “Daun Yang Jatuh Tak Pernah Membenci Angin” by Tere Liye that most students stated that there were religious values, honesty values, tolerance values, disciplinary values, hard work values, creative values, independent values, curiosity values, reward achievement values, friendship values, of peace, reading values, values care of the environmental, the value of social care, and the value of responsibility; and there is no womb of religious values, democracy values, national spirit values, and love the motherland values. Key words: students’ reception, elements of development, value of character education, novel Abstrak Resepsi Peserta didik SMAN 4 Banjarmasin Kelas 11 Tahun 2020 Terhadap Novel “Daun Yang Jatuh Tak Pernah Membenci Angin” Karya Tere Liye. Penelitian ini bertujuan untuk mendeskripsikan resepsi peserta didik SMAN 4 Banjarmasin terhadap unsur pembangun dan nilai pendidikan karakter dalam novel “Daun yang Jatuh Tak Pernah Membenci Angin” karya Tere Liye.Metode yang digunakan dalam penelitian ialah metode deskriptif kualitatif dengan teknik analisis teori Miles dan Huberman, yaitu menetapkan kriteria analisis, mengumpulkan data yang sesuai kriteria analisis, mereduksi data yang tidak sesuai dengan kriteria analisissampai titik jenuh, menyajikan data yang terkumpul dalam bentuk tabel, menafsirkan hubungan antara data resepsi dan menyimpulkan hasil penelitian.Data didapat dari angket resepsi peserta didikterhadap unsur pembangun dan nilai pendidikan karakter dalam novel. Dari pembahasan tesis ini dapat disimpulkan bahwa: (1) Resepsi peserta didik SMAN 4 Banjarmasin terhadap unsur pembangunan dalam novel “Daun yang Jatuh Tak Pernah Membenci Angin” karangan Tere Liye tercermin dari tema, alur, tokoh dan penokohan, latar, bahasa, dan pesan menghasilkan resepsi yang berbeda-beda tergantung penilaian terbuka pembaca yang secara garis besar dapat dikatakan resepsi atau tanggapan pembaca yang mendekati unsur pembangunan yang dikemukakan dan dikehendaki pengarang. (2) Resepsi peserta didik SMAN 4 Banjarmasin terhadap nilai pendidikan karakter dalam novel “Daun yang Jatuh Tak Pernah Membenci Angin” karya Tere Liye bahwa sebagian besar peserta didik menyatakan ada kandungan nilai religius, nilai kejujuran, nilai toleransi, nilai disiplin, nilai kerja keras, nilai kreatif, nilai mandiri, nilai rasa ingin tahu, nilai menghargai prestasi, nilai persahabatan, nilai cinta damai, nilai gemar membaca, nilai peduli lingkungan, nilai peduli sosial, dan nilai tanggung jawab; dan tidak terdapat kandungan nilai religius, nilai demokratis, nilai semangat kebangsaan, dan nilai cinta tanah air. Kata-kata kunci: resepsi peserta didik, unsur pembangun, nilai pendidikan karakter, novel

PENGEMBANGAN MODUL PELATIHAN PENGENALAN DASAR BAHASA PEMROGRAMAN JAVA DENGAN MODEL ARCS

1048 / 5000 Translation results The introduction of programming languages ​​to students is very rare. As a solution for the introduction of programming languages ​​for students is to hold training and workshops for students. The training module was developed by applying the ARCS (Attention, Relevance, Confidence and Satisfaction) model with the aim of increasing students' motivation to learn programming languages ​​further. The resulting module was applied to the training carried out for students of SMA Negeri 10 Jambi City. There were 30 participants, consisting of grade 10 and grade 11 students. Participants were mentored by 4 instructors who were also observers. The ARCS model can be used as a reference in developing Java programming training modules with the aim of motivating and enthusiastic students. The module has been used in basic java programming training at SMA 10 Jambi City, with observations (scale 100), for an average student attention of 91.25, participation 94, persistence 93.25, task completion 83.25, and activeness 93.5.