DIAGNOSIS OF STUDENTS’ ERRORS IN FINDING AREAS BY INTEGRATION

This study aims to diagnose students' errors in finding the area using integration. Errors can be seen from the student completion steps that are not correct. This type of research is qualitative research. The applied instruments were diagnostic tests and interview guidelines. The subjects consisted of Universitas Muhammadiyah Parepare students from Mathematics Education Study Program. Then, the researchers selected three subjects from 23 subjects that committed various errors. The results showed that the errors were: (1) Conceptual error, (a) substitution errors for the lower bound and upper bound, (b) misunderstanding in drawing the graph of a function. (2) Procedural errors dealing with incorrect calculation operation. (3) Final solution errors dealing with incapability to find the accurate answers based on the questions. Therefore, it is necessary to diagnose errors made by students using integration to calculate the area so that for lecturers, it becomes a reference to minimize errors made by students and find solutions for the mistakes made.

The Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texas

Developmental education (dev-ed) aims to help students acquire knowledge and skills necessary to succeed in college-level coursework. The traditional prerequisite approach to postsecondary dev-ed—where students take remedial courses that do not count toward a credential—appears to stymie progress toward a degree. At community colleges across the country, most students require remediation in math, creating a barrier to college-level credits under the traditional approach. Corequisite coursework is a structural reform that places students directly into a college-level course in the same term they receive dev-ed support. Using administrative data from Texas community colleges and a regression discontinuity design, we examine whether corequisite math improves student success compared with traditional prerequisite dev-ed. We find that corequisite math quickly improves student completion of math requirements without any obvious drawbacks, but students in corequisite math were not substantially closer to degree completion than their peers in traditional dev-ed after 3 years.

PENERAPAN BUKU PINTAR CEPAT BACA SISWA TERHADAP KEMAMPUAN MEMBACA SISWA KELAS 1 SD ISLAM TERPADU ASSALAFIYYAH PAMBOM TAHUN PELAJARAN 2020/2021

Learning of reading provides students with the knowledge and ability to master reading techniques, and capture the reading content well and be able to write it correctly. Reading activities become part of human life in everyday life, through reading activities we can find knowledge, and open insights.This study aims to describe students' reading ability with the application of fast-reading smart books that have previously been developed in previous research. The method in this study is a quantitative approach with a type of experimental research that uses pre test post test design. The subjects in this study were grade 1 students of SD Islam Terpadu Asslafiyyah Pambon Tuban with a total of 7 students. The results of the student's research were completed with KKM ≥70 with a percentage of student completion obtained by 100%. After the calculation of The Normality Gain Test explained that the improvement of learning outcomes obtained an increase in the high category with the number of 5 students, and moderate 2 students. Psychomotor observations gained an average of 94. So it can be said that the use of Smart Book Quick Read that has been in grade 1 of SD Islam Terpadu Assalafiyyah Pambon Tuban can improve the cognitive and psychomotor learning outcomes of students

Bruk av omvendt undervisning i naturfag på ungdomstrinnet

In this study, we investigated how Flipped Classroom with Just-in-Time Teaching and Peer Instructioncould be implemented in middle school science. The study was carried out over four weeks in two year 8classes (N = 60) with one teacher. Data collection comprised student completion of pre-work, responses toin-class Peer Instruction questions, and teacher interviews before, during and after the intervention. Theresults show that Flipped Classroom worked quite similarly in middle school as in higher education. Prereading made the students better prepared for and engaged in class activities, and they particularly likedthe instant feedback of Peer Instruction questions. The teacher experienced increased joy in planning andteaching her classes, and the time spent for planning did not increase significantly.

Empowering Doctoral Students for the Dissertation

In this chapter, the authors discuss the relationship between the dissertation chair and the doctoral student using the empowerment framework. They provide a description of the empowerment framework and discuss ways that dissertation chairs and students can utilize the framework to enhance the quality of their relationship and increase the likelihood of student completion. The goal of this chapter is to provide a framework to guide this often complex relationship and offer insight from the perspective of a chair and student.

A Systemic Approach to Design and Develop Online Programs—State of the Practice and Future Projections

In the past 15 years, higher education institutions have worked diligently to increase students’ access to their educational offerings via distance education and, specifically, online learning. Despite the various administrative and academic structures needed to deliver the enterprise effectively, online programs continue to thrive. Yet, the benefits of a centralized versus a decentralized organization to manage distance education continue to be debated. This paper focuses on the merits of taking a systemic approach to online learning, which uses standardized procedures and practices while leveraging research data related to student learning preferences, student completion rates, workforce needs, and trends, along with statistical evidence from local, state and regional sources. From partial terms to accelerated terms to traditional semester-long courses, online programs benefit from using a systemic approach to design and delivery. This paper delves into these advantages and concludes with recommendations.

Supervisors' Perceptions of Blended Approach for Graduate Thesis Supervision

The uptake of blended supervision remains low in most developing nations. This chapter presents findings from a mini study on the perceptions of Kenyatta University graduate student supervisors and their uptake of blended supervision approach. The study adopted a mixed research design using eight supervisors purposively sampled. Questionnaires and interviews were used to collect data which were analyzed using descriptive statistics. The findings show that several challenges impede a positive orientation of supervisors towards a blended approach to graduate supervision. Findings indicated levels of reluctance in adapting the blended approach to supervision. The authors aver that lack of consistent efforts towards capacity building for supervisors' self-efficacy to enhanced use of the blended approach needs to be addressed. The results of this study will be used to inform supervisors' professional development initiatives in order to foster postgraduate student completion rates and for the university to develop a policy to mainstream blended supervision in its institutional structures.