To Mask or Not to Mask—Evaluation of Cognitive Performance in Children Wearing Face Masks during School Lessons (MasKids)

In the current SARS-CoV-2 pandemic, wearing a face mask is mandatory again during school lessons. There are no controlled studies in children to date indicating an effect on cognitive performance from wearing face masks. In a randomized controlled trial, we analysed the influence of face masks on cognitive performance of pupils during regular school lessons. Pupils (n = 133, fifth to seventh grade) were randomized by alternating allocation into control (with masks, n = 65) and intervention groups (without mask, n = 68). After two school lessons with (control) and without (intervention) face masks in class, all pupils performed digital tests for cognitive performance regarding attention and executive functions (switch, Corsi block-tapping, 2-back and flanker task). Overall, there were no significant differences in cognitive performance between both groups, masks vs. no masks. Wearing face masks has no significant influence on attention and executive functions of pupils and can still be recommended during school lessons.

THE EFFECTIVENESS OF USING YOUTUBE VIDEO IN TEACHING AND LEARNING PROCESS: WRITING NARRATIVE FOR SEVENTH GRADE STUDENTS

Learning English is so important today in this era globalization and modern since English is an International Language. Nowadays, students are required to be able to understand and get to know English further, this is evidenced by the existence of English lesson in every school, from kindergarten to Senior High School. Because of the development of education, many of National schools adopt two language systems in teaching, namely bilingual language. In Teaching English, especially narrative text, it is quite difficult, especially if we learnt seventh grade students whose age about eleven until twelve years old, as we know that, the age of 11 – 12 years old usually have a very high level of boredom, especially they learnt about text. As the teacher, we have to reduce their boredom and make the class more interactive. On the Interactive class, The students do not only listen or read a text from the textbook but also must be answer the question based on the text. From this observation, the writer want to compare about how if the technology nowadays will be combined in Teaching and Learning Process. This journal discusses about to find out whether the students’ interest in writing narrative taught by using text book is significantly higher than that taught by animated . The students would learn how to produce a narrative text (fable) by using textbook and watching in Video. From this observation, the writer found that using You Tube as a visual media is more effective in teaching narrative than using text book as a printed media in teaching media for seventh grade students, the class is more interactive by using a You Tube, it means that students can learn English especially how to speak fluently through the characters in the Video, and the teacher can be easier in providing an understanding of the meaning related on narrative text. Keywords: Writing Narrative , You Tube Video, Seventh Grade Students’ Interest

IMPLEMENTASI POPSICLE STICK RANDOM CALLING UNTUK MENCIPTAKAN PELUANG YANG SAMA DALAM BERPARTISIPASI DAN TIDAK ADA DOMINASI SISWA PINTAR DI SMP N 4 PAKEM

Students in SMP Negeri 4 Pakem have high-level participation and are very active when they learn in class. But we cannot ignore that there are some students that do not share their ideas or comment in front of the class. Based on observation, students’ participation is dominated by some students. That is why the objective of this study was to shed light on the implementation of the random calling technique using popsicle sticks to improve all of the students’ participation. The research was qualitative narrative research which has seventh-grade students in SMP Negeri 4 Pakem as the research subject. To collect the data used observation technique and questionnaire. The data collected was analyzed by using a descriptive technique based on data triangulation. The result of this study is that teacher and students make an agreement on how to implement random calling using popsicle sticks. This random calling technique is used after giving students an opportunity to be active in class voluntarily. Based on the questionnaire submitted, 75% of students agree that mathematics learning using random calling gives them a broad opportunity and they feel challenged in class.

Increasing Students’ English Vocabulary by Applying Games and Songs at the Seventh Grade of SMP Negeri 8 Komodo

This research aimed to know whether by applying games and songs can increase students’ vocabulary. It was conducted at seventh grade of SMPN 8 Komodo. Games are a way to relax class routines for fun, games also can make students enthusiastic about playing, sometimes challenging. Songs be trusted to help students in memorizing vocabulary. Memorizing song can be used to increase students’ vocabulary. The students’ responses showed that they were interested in learning vocabulary through using games and songs. It can be seen from the students’ score on vocabulary test which increased from three vocabulary tests given in the Cycle I and Cycle II. In the students’ achievement Cycle I was 57,5 and Cycle II was 77,5. It can be concluded that games and songs have a significant impact on increasing students’ vocabulary number.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISIONS UNTUK MENINGKATKAN HASIL BELAJAR FIKIH SISWA KELAS VII MTS NEGERI LUWU UTARA KAB LUWU UTARA

This research is motivated by the importance of teachers in choosing the right learning model, so that learning is as active as possible involving students, so students can build their own knowledge in a fun learning that leads to increased learning outcomes. The main objective of this research is to find out whether by applying the Student Team Achievement Divisions (STAD) cooperative learning model, it can improve the fiqh learning outcomes of seventh grade students of MTs Negeri Luwu Utara. This research was carried out in class VII MTs Negeri Luwu Utara starting in the second week of September until the first week of October 2020 (first semester). The number of students involved was 69 people, which were divided into 10 working groups. Observations were carried out in two cycles, where each cycle consisted of a preparation (planning) stage, action implementation, observation and evaluation, reflection, and action revision. Data analysis was carried out descriptively, by displaying it in the form of tables, histograms and equipped with percentage calculations. The results showed that student learning completeness in the first cycle was 69.44% and in the second cycle was 91.67%. Thus, there is an increase in mastery learning outcomes from cycle I to cycle II by 22.23%. It was also found that in the first cycle the number of groups who completed 12.5% ??increased by 50.0% to 62.5% in the second cycle. The conclusion of this study is that the application of the Student Team Achievement Divisions (STAD) type of cooperative learning model can improve Fiqh learning outcomes for seventh grade students of MTs Negeri Luwu Utara. It is recommended that Fiqh teachers consider the use of the Student Team Achievement Divisions (STAD) cooperative learning model, and it is also recommended that further research be conducted to see how student learning outcomes are if group members are not permanent. ABSTRAKPenelitian ini dilatar-belakangi oleh pentingnya guru dalam memilih model pembelajaran yang tepat, agar pembelajaran itu sebanyak mungkin melibatkan siswa secara aktif, sehingga siswa dapat membangun pengetahuannya sendiri dalam sebuah pembelajaran yang menyenangkan yang berujung pada peningkatan hasil belajar. Tujuan utama penelitan ini adalah untuk mengetahui apakah dengan menerapkan model pembelajaran kooperatif tipe Student Team Achievement Divisions (STAD) dapat meningkatkan hasil belajar Fikih siswa kelas VII MTs Negeri Luwu Utara. Penelitian ini dilaksanakan di kelas VII MTs Negeri Luwu Utara yang dimulai pada pekan ke II bulan September sampai dengan pekan ke 1 Oktober 2020 (semester I) . Jumlah siswa yang terlibat sebanyak 69 orang , yang dibagi dalam 10 kelompok kerja. Observasi dilaksanakan selama dua siklus, dimana masing-masing siklus terdiri atas tahap persiapan (perencanaan), pelaksanaan tindakan, observasi dan evaluasi, refleksi, dan revisi tindakan. Analisis data dilakukan secara deskriptif, dengan menampilkannya dalam bentuk tabel, histogram dan dilengkapi dengan perhitungan persentase. Hasil penelitian menunjukan bahwa, ketuntasan belajar siswa pada siklus I sebesar 69,44% dan pada siklus II sebesar 91,67%. Dengan demikian ada peningkatan ketuntasan hasil belajar dari siklus I ke siklus II sebesar 22,23%. Didapatkan juga bahwa pada siklus I jumlah kelompok yang tuntas sebesar 12,5 % meningkat sebesar 50,0% menjadi 62,5% pada siklus kedua. Kesimpulan penelitian ini adalah bahwa penerapan model pembelajaran kooperatif tipe Student Team Achievement Divisions (STAD) dapat meningkatkan hasil belajar Fikih siswa kelas VII MTs Negeri Luwu Utara. Disarankan agar guru-guru mata pelajaran Fikih mempertimbangkan penggunaan model pembelajaran kooperatif tipe Student Team Achievement Divisions (STAD), dan juga disarankan ada penelitian lanjutan untuk melihat bagaimana hasil belajar siswa jika anggota kelompok tidak permanen.

Giving Voice to Children's Artistry

This book addresses the development of children’s artistry in the music classroom and children’s chorus. It unveils children’s artistry, identifying its characteristic behaviors, its progression of development and necessary components for growth, and guides the practical application of principles addressed. The book addresses the development of children’s artistry from the perspective of both the choral art and the process of music learning, with each informing the other, rooting artistry in music learning and developing artistry in an ongoing manner throughout childhood. It presents the musical mind as the gateway to children’s artistry. It discusses the power of movement in the embodiment of children’s artistry. It examines song and its role in the development of children’s artistry, demonstrating how rhythm, melody, and text—independently and together—influence children’s developing artistry musically, expressively, and vocally, at all ages and stages. Musical examples throughout demonstrate principles presented, provide professional development with tonalities, meters, movement, and songs, and offer a multitude of songs of increasing difficulty for the music classroom and children’s chorus that compel the musical mind, prompt artistic expression, and enable vocal technique. Practices and techniques that facilitate the development of children’s artistry are included, and the book can be used with any methodology. This book leads teachers to draw artistry out of every child and draw every child into the choral art. Content is intended for application with children from kindergarten through seventh grade, though it is also appropriate with older singers in the process of developing artistry.

Emotional Context and Color Perception and Recognition by 12- and 16-years-old Children

Will the emotional context in which a painting is placed impact how well adolescents remember the colors in it? Will there be differences in color perception and recognition based on age and gender? Specific materials had to be designed to answer this question: (a) an abstract, themeless painting composed of twelve colors, each covering the same area with the same number of pixels, and (b) four texts with different emotional connotations (fear, anger, happiness, and sadness) describing the lives of fictitious painters. After being pretested, the material was proposed to 142 seventh-grade students and 71 tenth-grade students. Each subject studied a painting and heard one of the four texts. Next, the painting was taken away; after this, the subjects ordered the twelve colors based on how much area they thought each one covered the painting. It was hypothesized that the subjects would give greater importance to specific colors depending on the emotional context induced by the associated text. The results confirmed this hypothesis, although the tenth graders were less affected by the emotional context than the seventh graders. There was no statistically significant effect of gender in either population.

Effect of PBL Hybrid Learning on the Higher Order Thinking Skills of Seventh Grade Students in Global Warming and Their Environmental Care Attitudes

This study aimed to investigate the effect of problem-based learning (PBL) hybrid learning on the higher order thinking skills (HOTS) of seventh grade students in global warming and their environmental care attitudes. The study was conducted using a quasi- experimental design. The participants of the study were 68 students, divided into two groups: one an experimental group (n=34) and the other a control group (n=34). HOTS test (15 multiple choices) and questionnaire (hands on activity) were designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The finding revealed that there were statistically significant differences between the experimental and the control group. The results of post-test data processing (One-Way ANOVA with =0.05) show that H0 is rejected and Ha is accepted. This shows that there is a significant effect of PBL hybrid learning on the higher order thinking skills of seventh grade students in global warming and their environmental care attitudes. The study is recommended to use in Indonesia’s education system after covid-19 pandemic end to increase education quality. This study showed increasing student’s environmental care awareness attitudes

Effect of Using Dialogic Teaching Method on Seventh-grade Students’ Performance ‎in Speaking Skill

بحثت هذه الدراسة في اثر تطبيق التدريس الحواري على مهارة التحدث لدى طلاب ‏اللغة الإنجليزية كلغة اجنبية للصف السابع الأساسي. وقد تم اختيار شعبتين ‏صفيتين من مدرسة جامعة اليرموك النموذجية بطريقة عشوائية باستخدام أسلوب ‏اختيار العينات العشوائي، وذلك خلال الفصل الثاني من العام الدراسي ‏‏2018/2019. حيث تم اختيار الشعبة الصفية (أ) وفيها (31) طالبًا لتشكل ‏المجموعة التجريبية، فيما كانت الشعبة الصفية (ب) وفيها (33) طالبًا هي ‏المجموعة الضابطة. وقد تـم تدريس المجموعة التجريبية مهارة التحدث من خلال ‏برنامج قائم على التدريس الحواري, بينما تم تدريس المجموعة الضابطة بالطريقة ‏الاعتيادية على النحو المنصوص عليه في دليل المعلم. ولتنفيذ هذه الدراسة، تم ‏استخدام برنامج تدريسي يعتمد على أنشطة التحدث في المقرر الدراسي إضافة ‏إلى اختبار قبلي واختبار بعدي و بطاقة ملاحظة بعد التاكد من الصدق والثبات. ‏وأشارت نتائج الدراسة إلى أن التدريس الحواري ساهم بشكل كبير في تحسين ‏قدرات الطلاب في مهارة التحدث. ‏