INSTRUCTOR AND INSTRUCTIONAL EFFECTS ON STUDENTS’ STATISTICS ATTITUDES

Using data from 23 statistics instructors and 1,924 students across 11 post-secondary institutions in the United States,we employ multilevel covariate adjustment models to quantify the sizes of instructor and instructional effects on students’ statistics attitudes. The analysis suggests that changes in students’ statistics attitudes vary considerably across statistics instructors. Instructor-associated changes instudents’ statistics attitudes are positively associated with instructional practices most proximal to tasks involving data as well as with instructors’ attitudestoward teaching their statistics classes. Moreover, instructor-associated changes in students’ statistics attitudes are positively related to changes in students’ expected grades. These findings lend support to previous qualitative findings about links between certain dimensions of teaching practices and students’ statistics attitudes. First published June 2020 at Statistics Education Research Journal Archives

PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TUTOR TEMAN SEBAYA SETTING NYANTRIK DENGAN ASESMEN FORMATIF BENTUK KINERJA UNTUK MATA PELAJARAN TEKNIK GAMBAR MANUFAKTUR DI KELAS XI TPm-1 SMK NEGERI 3 SINGARAJA

Tujuan penelitian ini adalah mengembangkan model pembelajaran Kooperatif Tutor Teman Sebaya (TTS) setting nyantrik yang valid dan praktis disertai dengan asesmen formatif bentuk kinerja. Pengembangan menggunakan model 4 D yang meliputi define, design, dan develop. Penelitian ini tidak dikembangkan pada skala yang lebih luas, baik di kelas lain, sekolah lain. Model sudah diuji terbatas di kelas XI TPm 1 SMKN 3 Singaraja untuk memperoleh hasil validasi dan kepraktisannya. Hasil validasi model pembelajaran terdiri atas sintak, sistem sosial, prinsip reaksi, sistem pendukung, dan dampak instruksional dan pengiring. Sintak model pembelajaran terdiri dari tujuan dan motivasi, informasi materi, mengorgansasi siswa ke dalam kelompok-kelompok belajar, diskusi kelompok secara nyantrik, laporan kelompok, penghargaan, kesimpulan pembelajaran, tes/evaluasi pembelajaran. Hasil validasi dengan kategori validitas tinggi. Sedangkan melalui uji coba lapangan diproleh tingkat kepraktisan respon siswa sebesar 80% dengan katagori praktis dan respon kepraktisan guru sebesar 87% dengan katagori sangat praktis.Kata Kunci : asesmen, model pembelajaran kooperatif, nyantrik, pengembangan, tutor teman sebaya. This study aimed at developing cooperative learning method by using nyantrik setting of peer tutor strategy for validity and practicability need supported by the steps of performace formative assessment. . The development used 4D model which included define, design, and develop. It�s not tested at other and other class.This model had limitedly tested at XI Mechanical Engineering 1 Class of SMK Negeri 3 Singaraja. It was consisted of syntax, social system, principal of reaction, supportive system, and instructional effects and escorts. Syntax composed motivation and porpose, informations study, create a group, group discussion, grpoup report, reward, conclusion, andd evaluations.The result of the validity shows with a high validity category. The result of the practicability from class trials shows that the students� practicability reaches practical category with the number of 80% and teacher responses very practical category with the number of 87% keyword : assessment, cooperative learning method, development, nyantrik, peer tutor

UPAYA MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MAHASISWA DEPARTEMEN PENDIDIKAN KHUSUS FIP UPI PADA TOPIK PENGEMBANGAN KONSEP DALAM ORIENTASI DAN MOBILITAS MELALUI PEMBELAJARAN DENGAN MODEL LEARNING CYCLE

This study aims to: (1) improve student learning outcomes in introductory orientation and mobility courses by applying the learning cycle model learning model to obtain an average value of at least 80% as instructional effects created by lecturers, (2) increase learning motivation which includes: relations of cooperation, participation, passion and enthusiasm for student learning in introductory orientation and mobility courses as part of the (nurturant effects). This research method uses classroom action research. The research subjects were 41 regular 3B students. The variables studied included learning completeness, motivation, and learning outcomes that were successfully achieved by students after the learning scenario for 2 (two) cycles was carried out. Data about learning events are taken using the observation sheet instrument, display data using student worksheets, and learning outcome data taken with the test instrument. Analysis of research data using quantitative and qualitative data analysis with descriptive statistical techniques. The results showed an increase, in which students showed an average post test score of 89.87, a number that was completed by 41 students. While the results of observations amounted to 100% of the aspects implemented. Student learning motivation shows an average of 87.89 (very high). The results of the correlation between learning outcomes and learning motivation show sufficient correlation. With the results of these studies it can be interpreted that improvement in learning can be said to be successful because it has exceeded the limit of 80% learning completeness criteria.Penelitian ini bertujuan untuk: (1) meningkatkan hasil belajar mahasiswa dalam mata kuliah pengantar orientasi dan mobilitas dengan menerapkan model pembelajaran model learning cycle hingga memperoleh nilai rerata minimal 80% sebagai efek pembelajaran (instructional effects) yang diciptakan dosen, (2) meningkatkan motivasi belajar yang meliputi: hubungan kerjasama, partisipasi, gairah dan semangat belajar mahasiswa pada mata kuliah pengantar orientasi dan mobilitas sebagai sertaan (nurturant effects). Metode penelitian ini menggunakan penelitian tindakan kelas (Classroom Action Research) Subyek penelitian berjumlah 41 mahasiswa reguler 3B. Variabel yang diteliti meliputi ketuntasan belajar, motivasi, dan hasil belajar yang berhasil dicapai oleh mahasiswa setelah skenario pembelajaran selama 2 (dua) siklus dilaksanakan. Data tentang peristiwa pembelajaran diambil dengan menggunakan instrumen lembar observasi, data tampilan menggunakan lembar kerja mahasiswa, dan data hasil belajar diambil dengan instrumen tes. Analisis data penelitian menggunakan analisis data kuantitaif dan kualitatif dengan teknik statistik deskriptif. Hasil penelitian menunjukkan peningkatan, dimana mahasiswa menunjukkan nilai rata-rata post test 89,87, jumlah yang tuntas 41 mahasiswa. Sedangkan hasil observasi sebesar 100% aspek yang dilaksanakan. Motivasi belajar mahasiswa menunjukkan rata-rata 87,89 (sangat tinggi). Hasil korelasi antara hasil belajar dan motivasi belajar menunjukkan korelasi yang cukup. Dengan hasil penelitian tersebut maka dapat ditafsirkan bahwa perbaikan pembelajaran dapat dikatakan berhasil karena telah melebihi batas dari kriteria ketuntasan belajar 80%.

PERANAN GURU DALAM MEMUPUK KECERDASAN EMOSIONAL ANAK TAMAN KANAK-KANAK

The future is a time of hope and challenge. Therefore, children as human resource must be provided with sufficient skills to achieve success in the future. One provision to prepare is developing and enhancing their emotional intelligence. Kindergarten teachers hold an important role in accomplishing the task. Developing and enhancing children’s emotional intelligence is not going to be accomplished by traditional means of teaching, but by assigning the task as the objective across subjects taught in kindergarten; and therefore each teacher managed learning program episode will happen to set children’s emotional intelligence as the nurturant effects along with the instructional effects.

The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children

In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners’ first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students’ beneficial experience in their L1.