Bilateral Co-authorship Indicators Based on Fractional Counting

PurposeIn this contribution we provide two new co-authorship indicators based on fractional counting.Design/methodology/approachBased on the idea of fractional counting we reflect on what should be an acceptable indicator for co-authorship between two entities. From this reflection we propose an indicator, the co-authorship score, denoted as cs, using the harmonic mean. Dividing this new indicator by the classical co-authorship indicator based on full counting, leads to a co-authorship intensity indicator.FindingsWe show that the indicators we propose have many necessary or at least highly desirable properties for a proper cs-score. It is pointed out that the two new indicators can be used for countries, but also for institutions and other pairs of entities. A small example shows the feasibility of the co-authorship score and the co-authorship intensity indicator.Research limitationsThe indicators are not yet tested in real cases.Practical implicationsAs the notions of co-authorship and collaboration have many aspects, we think that our contribution may help policy management to take yet another aspect into account as part of a multi-faceted description of research outcomes.Originality/valueThe indicators we propose cover yet another aspect of co-authorship.

A validation of coauthorship credit models with empirical data from the contributions of PhD candidates

A perennial problem in bibliometrics is the appropriate distribution of authorship credit for coauthored publications. Several credit allocation methods and formulas have been introduced, but there has been little empirical validation as to which method best reflects the typical contributions of coauthors. This paper presents a validation of credit allocation methods using a new data set of author-provided percentage contribution figures obtained from the coauthored publications in cumulative PhD theses by authors from three countries that contain contribution statements. The comparison of allocation schemes shows that harmonic counting performs best and arithmetic and geometric counting also perform well, while fractional counting and first author counting perform relatively poorly.

PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA MATERI OPERASI HITUNG BILANGAN PECAHAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DI KELAS VII SMP NEGERI 4 AMBON

Mathematics learning should involve the participation of students so they can be more active and easy to understand the topic they have been studied. Teachers must change the way of teaching and be able to mix interesting and effective learning, so it can encourage students to be active participants in the learning process. One of the choices of cooperative learning models that teachers can apply in the classroom is the Team Assisted Individualization. This research aims to improve the learning outcomes of students in fractional counting operations through cooperative learning models type Team Assisted Individualization in VII Class, SMP Negeri 4 Ambon. The research subjects were 30 students of VII1 grade students on the 2018/2019 school year. This research is a Class Action Research has succeeded to improving student learning outcomes in fractional counting operations in 2 cycles with a percentage of completeness in the first cycle is 41% and the percentage of completeness in the second cycle is 73%.

KESULITAN SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA MATERI PECAHAN PADA SISWA KELAS V SDN 188 PEKANBARU

This research is motivated by a large number of students who have difficulty in solving mathematical problems of with fractions. This research aims to find out and describe the difficulties experienced by a student in solving mathematical problem infraction. This type of research is qualitative research. This Study found that the difficulties experienced by students in solving fractions are difficulty in understanding the concept of fractional counting operations, difficulty because it does not master multiplication as preparatory material, and difficulty in solving problem-solving problems in fractions. Internal factors that cause students to have difficulty in solving math problems in the fraction are low student motivation, students don’t like math and low ability of students in mathematics. External factors that cause students to experience difficulties in fraction learning are unfavorable class conditions and poor classroom management.

ANALISIS KESALAHAN SISWA PADA OPERASI HITUNG PECAHAN BERDASARKAN TINGKAT KECERDASAN SISWA

Junior high school’s students should be able to determine fraction and also implement the concepts of fraction to solve mathematics problem. However, in reality, so many mistake that occur for students in solving mathematics problem in the operation of fraction. The intelligence of students also affects the number of errors in solving the fractional counting operations. So, the purpose of this study was to determine students' errors in solving the problem of fractional counting operations based on the level of students’ intelligence. This research is a descriptive qualitative research. The research results show that the different category of students’ intelligent produce different mathematical problem solving abilities. Students with low intelligence categories make many errors in their completion. On the other hands, the student with high intelligence category makes a few errors.