Contribution of Student Level of Understanding in The Concept of Calculated Operations And Their Relationship to Set Operations

The problem in this study is: whether there is a contribution to the level of understanding of the concept of calculated operations against the operation of the association in students of SMP Negeri 1 Balikpapan. This study aims to find out if there is a contribution to the level of understanding of the concept of calculated operations against the operation of the association in students of SMP Negeri 1 Balikpapan. The population of this study is all students of grade VII-A SMP Negeri 1 Balikpapan consisting of 34 students. And as a sample in this study is the whole student. The data analysis technique used is to use non-premetric statistics "sign test". The results of the data analysis showed that tcount < htable or 1 < 1, this means that there is a positive contribution between the mastery of the counting operations against the operation of the student association of SMP Negeri 1 balikpapan. From these results, it is expected that the teachers of mathematics lessons generally and the teachers who teach in grade VII in order to further improve the learning of hitung operations to students so that the learning of the association operations ismore understandable to students

Learning Language, Learning Culture: Teaching Language to the Whole Student

Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.

Student involvement in assessment: involving the whole student in pursuit of social justice and the social good

En este artículo ofrezco una perspectiva sobre la participación de los estudiantes en la evaluación informada por la teoría crítica y sustentada por un compromiso con una mayor justicia social dentro y a través de la educación superior. Se basa en trabajos anteriores sobre la evaluación de la justicia social para argumentar que la participación de los estudiantes en la evaluación debe ser considerada más ampliamente, no solo que los estudiantes realicen determinadas tareas. En lugar de ello, debemos pensar en el estudiante como una persona completa, socialmente situada y en las formas en que la participación en las tareas de evaluación fomenta tanto el bienestar individual como el social. Hay tres corrientes en el argumento propuesto. En primer lugar, la investigación sobre la evaluación debe hacer más para problematizar la naturaleza del conocimiento y que la comprensión de las complejidades del conocimiento en la educación superior tiene vínculos tanto con las experiencias de nuestro estudiante como una persona completa, como con justicia social. En segundo lugar, los propósitos de la evaluación deberían orientarse hacia la noción de teoría crítica de un bien común, en la que el bienestar individual y social están dialécticamente interrelacionados. Por último, al pensar en la participación del estudiante en la evaluación. debemos ir más allá de la fusión del mundo real con el mundo del trabajo, que figura en gran parte de la literatura sobre la evaluación auténtica. Propongo, en cambio, la importancia de entender el ámbito económico como una esfera amplia y heterogénea que no puede desarticularse del ámbito social.