PENGGUNAAN MEDIA PEMBELAJARAN ONLINE UNTUK MENINGKATKAN HASIL BELAJAR DAN RESPONSIF SISWA SAAT PEMBELAJARAN JARAK JAUH DI MASA PANDEMI

The purpose of this research was to find out the increase in understanding of junior high school science concepts and student responsiveness by using the Google Meet, WhatsApp and Google classroom. The research was conducted in 9th grade during the online learning process. The method in this research uses quantitative and descriptive qualitative. Data obtained from the average of daily test and questionnaire. Based on the results of the research, there was an increase in learning outcomes by 32.4% and student responsiveness stated that 66.7% of communicative and fun learning also 85.2% of students stated that it was easy to understand the course. there is an increase in understanding of science concepts and pleasant responses by combining the Google Meet, WhatsApp, and Google Classroom applications. ABSTRAKTujuan dari penelitian ini untuk mengetahui peningkatan pemahaman konsep IPA SMP dan responsif siswa dengan penggunaan gmeet, WA, Google classroom. Penelitian dilakukan di kelas 9 selama proses pembelajaran daring. Metode dalam penelitian menggunakan kuantitatif dan kualitatif deskriptif. Data diperoleh dari rata-rata ulangan harian dan angket. Berdasar hasil penelitian, terdapat peningkatan hasil belajar sebesar 32,4 % dan responsif siswa menyatakan 66,7 % pembelajaran komunikatif dan menyenangkan dan 85,2 % siswa menyatakan mudah memahami pembelajaran. Terdapat peningkatan pemahaman konsep IPA dan respon menyenangkan dan paham dengan penggabungan aplikasi gmeet, WA, dan google classroom.

Implementation Science Translation: Program Sustainment for Managing Distress Behavior in Dementia

Distress behaviors in dementia (DBD) are common in nursing home settings, are distressing, and result in poorer outcomes for residents and staff. We present on the implementation of STAR-VA, an interdisciplinary intervention for effective management of DBD in Veterans Health Administration (VA) nursing home settings, called Community Living Centers (CLCs). A primary focus of this symposium is the use of implementation science concepts to improve and sustain evidence-based programs through tailored implementation strategies and key partnerships. Key implementation science concepts from conceptual frameworks, including the Consolidated Framework for Implementation Research (CFIR) and the use of organizational Knowledge Reservoirs (KR) for sustaining new clinical practices, formed the basis of this work. Their application in health care practice will be discussed using STAR-VA as an exemplar. Interdisciplinary CLC staff feedback during STAR-VA implementation and sustainment is presented, including feedback regarding barriers to integrating new program interventions into usual care processes. Mapping key implementation strategies onto reported barriers informed development of implementation tools and strategies designed to guide adaptions tailored to the needs of the residents and frontline staff, increasing the chances of successful sustainment. Finally, we highlight the importance of key leadership partnerships in implementation of evidence-based programs to improve care of residents with DBD and present strategies for developing these partnerships. Discussion will include the importance of using implementation science to implement evidence-based interventions for effective management of DBD and strategies for sustainment of these effective practices into usual care.

The Effect of ARICESA on Achievement Motivation and Understanding of Basic Science Concepts for Prospective Teacher Students

The aim of this research to determine effect of the application ARICESA on student teacher achievement motivation and understanding of basic concepts. The subjects in this study were 34 students in the Department of Elementary School Teacher Education, Universitas Bhinneka PGRI Indonesia. One group pretest-posttest design was used in this study. The achievement motivation of prospective teachers is measured by a motivational questionnaire and understanding of basic concepts is measured by a conceptual test of concept understanding as a pre-test and post-test. Data analysis with t-test and prerequisite test and N-gains core. The results showed a significant increase in motivation effect for 5 indicators of achievement motivation with moderate criteria with an N-gain value range of 0.62 to 0.66 and the normalized mean N-gain is 0.65 in the medium criteria. There is a significant effect of increasing understanding of basic science concepts with a range of N-gain coefficients from 0.72 to 0.77 and a normalized average N-gain of 0.75 with high criteria.

Mastery of Science Concepts Improves Scientific Attitude in Elementary School Students

Many students have low IPA abilities. Previous research stated that there are still many students who get science learning scores below the average. This study analyzes the relationship between students' scientific attitude and mastery of science concepts in fourth-grade elementary school. This type of research is quantitative research with the correlational method. The research design used is to formulate problems and determine research objectives. The subjects in this study were all students totaling 58 respondents who were taken using the cluster random sampling technique. The method used in this study discusses two variables, the independent variable is students' scientific attitude, and the dependent variable is the mastery of science concepts for grade IV elementary school. The data collection instrument in this study used measurement techniques in 15 formative questions on the dependent variable and 30 questionnaire sheets on the independent variable. Data were analyzed by parametric statistics or product-moment correlation. The results showed differences in the results of students' scientific attitude data with mastery of science concepts. The data showed that tcount was 2,431 > ttable was 1,672 at the significance level = 0.05 with the number of respondents 58 students. Based on these findings, it can be concluded that there is a positive relationship between students' scientific attitudes and mastery of science concepts. Mastery of science concepts can improve students' scientific attitudes.

Teacher perceptions of facilitating inquiry-based instruction following a 12-month professional development experience

Using inquiry-based learning instructional strategies as a way to integrate science into secondary classrooms is a common approach in education. This study documents agricultural teachers’ perceptions of science integration using inquiry-based learning as an instructional method when teaching animal science after participating in a on professional development program. A focus group (n = 10) was used to collect data which were analyzed using the constant comparative method. The following six themes emerged: (a) perceived value in inquiry-based learning, (b) alignment to state and local expectations, (c) value and challenges of a 12-month program, (d) challenges in engaging science teachers, (e) confidence in teaching technical content, and (f) integrating science concepts. Teachers in the focus group described positive experiences and attitudes when using inquiry-based learning techniques in their classrooms and described an appreciation for the 12-month program, including how the approach helped to meet state standards and local administrative requirements. Logistical challenges of a 12-month program existed, but also provided accountability for teachers. The program increased teachers’ confidence in both instruction of technical content and their ability to engage students while integrating science concepts.

Britain, Brexit and Euroscepticism

When history books about Brexit are written a key question asked will be ‘how did it happen?’ How did a country renowned for stable governments, pragmatism and diplomacy produce a chaotic outcome so harmful to its economic interests and international standing? This article examines the factors that produced Brexit by analysing its political and historical context, the main campaign groups and their communication strategies. Drawing on the work of Verdery (1999), Maskovsky and Bjork-James (2020) and other anthropologists, I suggest we need to look beyond conventional political science concepts and consider Brexit in terms of ‘enchantment’, ‘angry politics’ and ‘technopopulism’. I conclude that while Brexit provides a window for analysing fault lines in contemporary Britain, it also highlights problems in the EU, its austerity politics and democratic deficit.

Addressing the Poor Performance of Ghanaian Junior High School Pupils in selected science concepts through the use of Concepts Cartoons: A Study of Okai-Koi District, Accra

This study explored the use of concept cartoons to enhance the performance of Junior High School pupils in selected science concepts by using pre and post intervention test. Sample comprised 37 Junior High School pupils and one science teacher in Abelemkpe Junior High School in the Greater Accra Region of Ghana. Concept cartoons are instructional tools designed to generate scientific thinking among learners. Adapted to the 5E instructional model, they can be used at any stage of the learning process to facilitate effective learning of scientific concepts. Completed tests based on five selected science concepts were analyzed using the t-test inferential statistics to establish any significance difference between respondents’ mean scores of the pre and post intervention data. Results revealed that the use of concept cartoons to teach the selected science concepts enhanced the pupils’ cognitive achievement. The concept cartoons affected learners’ academic achievement in positive ways. The pupils were able to construct their own knowledge and made meaning of their everyday experiences. Results of the t-test (t (36)=8.41, p=.000), (t (36)=9.38, p=.000), (t(36)=4.85, p=.000), (t(36)=10.58, p=.000) and (t(36)=11.85, p=.000) indicated a significant difference between the mean scores of the pretest and posttest. This implied that the use of concept cartoon had a positive effect on the cognitive achievement of pupils. It is therefore, recommended that JHS integrated science teachers adopt the use of concept cartoons to teach science effectively and to increase the pupils’ motivation to learn science.