PENINGKATAN PENGUASAAN KOSAKATA BAHASA INGGRIS MELALUI PERMAINAN AKADEMI MEMASAK PADA SISWA KELAS X DI SMK NEGERI 1 PANJI SITUBONDO TAHUN PELAJARAN 2019 – 2020

This is a classroom action research aiming at finding out to what extent CookingAcademy, a cooking simulation game created by Fugazo, Inc., enriches vocational students’ vocabulary dealing with cooking. I found that the students of Teknologi Pengolahan Hasil Pertanian (TPHP) or Technology of Processing Agriculture Produce class’ main problem in mastering and using English was vocabulary. Thus, I expected that Cooking Academy game might enrich their vocabulary. The participants of the research were 32 tenth graders majoring in TPHP of SMK N 1 Panji in the academic year of 2019/2020. The method of collecting data in this research was mixed-method using qualitative data and supported by quantitative data. The participants were given materials dealing with vocabulary used in cooking activities. According to the analyses, the pre-test mean was 42.30, while the post- test mean was 78.95. Between pre-test and post-test, they were given two quizzes, quiz 1 and 2 with the mean of 84.84 and 86.09 respectively. The students’ participation and attitude during the treatment showed that they appreciated the Cooking Academy game I used in the teaching and learning process. Based on the results, it could be concluded that there was animprovement of the students’ score at 86.6%. So, the Cooking Academy game enriched the vocational students’ vocabulary dealing with cooking

MINAT SISWA SEKOLAH MENENGAH ATAS TERHADAP LITERASI NUMERASI BERBASIS BUDAYA ACEH

This research was initiated because of the change in the national examination assessment system (UN) to a Minimum Competency Assessment (AKM) and a Character Survey. In addition to students' ability to answer questions, it is also necessary to pay attention to student interests, especially their interest in AKM questions. The number of AKM questions faced by students cannot be separated from everyday life. Culture is something that is very often faced by students in their lives.This study aims to analyze students' interest in numeracy literacy questions based on Acehnese culture. The study used a descriptive qualitative type with the subject of 70 students of class X SMA. The data was obtained by distributing online questionnaires asking students with indicators of interest, namely feelings of pleasure, attention, interest, and student involvement in Acehnese culture-based numeracy AKM questions. The data were analyzed using the percentage technique. The results obtained are 62.96% for the first indicator (feeling happy), 70.62% for the second indicator (attention), 66.61% for the third indicator (interest), and 63.48% for the fourth indicator (involvement). From these results, it can be concluded that the tenth graders of SMA Negeri 1 Lhokseumawe have a good interest in Acehnese culture-based numeracy literacy assesment

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.

The Correlation of Coping Stress and Social Support with Academic Stress on Distance Learning

This study discusses the correlation between coping stress and social support with academic stress in distance learning for 10th grade students of SMA Negeri in the District of Ngaliyan Semarang. The purpose of this study is to determine the relationship between variables and obtain information on the level of each variable with a sample of 255 students. The method in this research is ex-post facto quantitative. The results of the descriptive analysis showed that the level of stress coping of the tenth graders of SMA Negeri in Ngaliyan Semarang District was in the low category (M=2.56), the level of social support was high (M=3.04), and the level of academic stress in distance learning was high (M=2,67). The results of multiple regression analysis show that there is a negative and significant relationship between coping stress and academic stress in distance learning students (t=-10,854, =-0.646, p=<0.05), social support has no significant correlation. significant with academic stress on distance learning students (t=-0.908, =-0.054, p=>0.05), and there is a positive and significant correlation between stress coping and social support simultaneously on academic stress in distance learning students (R= 0.681; R²= 0.464; F=109.083, p=<0.05). Based on the results of the research, , it is hoped that the guidance and counseling teachers can provide guidance and counseling services to be able to reduce students' academic stress levels both individually and in groups, increase students' stress coping levels and services to maintain students' social support levels.

DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS

STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees’ responses to open-ended questions, mentors’ field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students. Keywords: 21st century skills, mentor-mentee, outreach program, rural schools, STEM Education, university-school partnership

Formation of value relations of the students by involving them in various practices of social participation

The problem of the formation of value relations of the student in the information society of the development of the education system is actualized by the fact that the processes of mastering and reflecting the social reality of schoolchildren go along with the processes of building and constructing the image of the world and themselves in this world. With an increase in the volume of information in a world of diversity and complexity, students find it difficult to comprehend the information received, to form personal meanings. The purpose of the study is to identify the features of students ' value orientations, to experimentally prove the effectiveness of involving students in various practices of social participation as a significant factor in the formation of value relations in the educational system. The methodological basis of the research is the cultural and historical theory of L. S. Vygotsky. The study involved 365 students aged 11 to 18 years, studying in general education organizations. The empirical basis is based on projective techniques: "Unfinished situation", "Fantastic choice", the method of free choice of presented answers (N. E. Shchurkova). For statistical processing of the results of the study, the Fisher criterion was applied. The formation of students ' value relations was built up in the process of involving them in various practices of social participation as the inclusion of students in socially useful activities for the benefit of specific people and the social environment as a whole. Significant changes were found in the cognitive (in fifth and seventh graders - p < 0.05; in tenth graders - p < 0.01), emotional (in fifth and seventh graders - p < 0.05), and practically effective (in all age groups-p < 0.05) components of value orientations. The tenth-graders showed positive dynamics in the emotional component of value orientations, but no significant changes were revealed. The effectiveness of students ' involvement in the practice of social participation is considered not as a fait accompli, but as a dynamic process, as a result of which the student develops the ability to be a subject of his own life in the conditions of social childhood. The study proves the need to involve students in social activities in child-adult communities based on the school. As a result, the understanding of life is carried out more effectively, on the basis of taking into account the interests of another person, the emotional sphere of the student develops, the student consistently masters the experience of social life with the support of a significant adult.

Applied Improvisation Enhances the Effects of Behavioral Activation on Symptoms of Depression and PTSD in High School Students Affected by the Great East Japan Earthquake

BackgroundThe education system can serve as a community-based resource to support the provision of long-term follow-up care after large-scale disasters. While school-based interventions conducted after a disaster have been confirmed to reduce symptoms of depression and posttraumatic stress disorder (PTSD), adolescents often exhibit low treatment motivation. Traditional methods used to encourage treatment motivation include fun activities, such as applied improv (AIM). This study evaluated the intervention effects and improved motivation of an intervention program combining AIM with the behavioral activation approach (BAA).MethodsParticipants were 253 tenth graders, who were in fifth grade at the time the Great East Japan Earthquake of 2011, and 239 students were included in the analyses. Participants were divided into two groups: the BAA and AIM + BAA groups. Students in each group participated in one class-wide intervention session, which lasted 60 min. Depression, PTSD symptoms, behavioral activation, avoidance, and resilience were evaluated using psychological scales. A participant’s evaluations of the intervention were confirmed using the impression sheet consisting of six items that measure comprehension, difficulty, efficacy, generalization, confirmation of a specific situation, and motivation.ResultsA two-way analysis of variance (ANOVA) conducted using data from the psychological scale did not reveal a significant effect from the intervention program. However, the Mann-Whitney U-test, which used data from the impression sheet, showed a significant effect on comprehension (p = 0.001), generalization (p = 0.023), and motivation (p = 0.025).ConclusionThis study did not confirm the effectiveness of the BAA in reducing symptoms of depression and PTSD in adolescents. Regarding treatment motivation, the AIM + BAA group reported higher motivation than the BAA group. Thus, one session of AIM may contribute to improved treatment motivation in adolescents. AIM creates a safe environment and encourages engagement and participation in interventions. Treatment motivation is an important issue in adolescent therapy, and AIM may help solve this problem.

Training projects on robotics as a way of organization of practical activities and interpersonal interaction of schoolchildren in the pandemic period

The article discusses an approach to teaching robotics in high school in the context of distance learning. It is proposed to organize work within the framework of an educational project under the conditions of dividing schoolchildren into teams, building a tree of project goals, determining a specific result at each stage, constant interaction of participants using virtual tools to regulate the workflow, using a service for simulating electronic devices in real time. The indicated conditions were formulated on the basis of the experience of organizing the project activities of tenth graders in the framework of teaching the elective course "Robotics" at the Lyceum 39, Nizhny Tagil. It is concluded that the joint work of schoolchildren on an educational project is a solution to compensate for the lack of interpersonal communication, gaining practical experience in a situation of forced self-isolation.

The Influence of Extrinsic Learning Motivation Toward Physics Learning Outcomes of the Tenth Graders of Jayapura Muhammadiyah SHS During the Covid-19 Pandemic

This study aims to determine the relationship, and the influence of extrinsic learning motivation on student learning outcomes. This type of research is ex post research facto. The data collection technique used was a questionnaire. The data obtained were analyzed using the SPSS 16 program. The study population was 61 class X students. The research sample was class X1 with a total sample of 30 students. The analysis technique used was correlation techinique. Research results and data processing asymp value sig (2-tailed) 0,000 < 0,05, meaning that there is a relationship between extrinsic learning motivation and student learning outcomes. The pearson correlation value of 0,934 is interpreted to have a very strong relationship. The value of R Square 0,872 means that the influence of extrinsic learning motivation on learning outcomes is 87,2%. Sig value 0,000 < 0,05 meaning that there is an influence on extrinsic learning motivation learnig outcomes of students.

Peer Assessment in Writing Expository Essays: A Research on Tenth Graders of Vocational School

The present work was devoted to: (a) exploring peer assessment instruments (i.e., assessment sheets) utilized by teachers in teaching expository essay writing for tenth graders of vocational schools; (b) discussing the implementation and (c) the impact of peer assessment of the peer assessment activities. In this study, the data were from information in the peer assessment implementation. Methods of data collection involved observation, interview, and documentation. The results showed that: (a) The peer assessment instruments were in compliance with the competence standards in student assessment. (b) The implementation of expository writing teaching and learning was to find out students’ progress and outcomes; it also aimed to improve learning processes. (c) Peer assessment activities help schools enhance their learning quality and teachers in comprehending the peer assessment processes. On top of that, the assessment provides students with practical experience in assessing their peers’ works, thus boosting students’ concentration in learning. Peer assessment also measures the affective domains of students (by which it eases teachers to select appropriate teaching-learning strategies). In conclusion, the assessment on students’ social attitude fall under a good category based on the students’ average score.