Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators

School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program’s effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.

Agreement and Trust: in Narratives or Narrators?

Narratives concerning the working class and their relationship to climate change are important. In particular, how the narrative constructs the relationship and, within this, who communicates a narrative (the narrator) is key. That said, this is a less studied element; the Narrative Policy Framework (NPF) has limited research on narrators. Subsequently, this work examines individuals’ support of narratives and narrators using an Amazon Mechanical Turk (MTurk) survey of 435 participants. After pretesting for climate change views, the subjects chose which narrator they expected to agree with: Mechanic Pat or Organic Farmer Chris. Through randomization, subjects joined either a congruent treatment group (Mechanic Pat tells the anti-climate change narrative and Organic Farmer Chris tells the pro-climate change narrative) or an incongruent treatment group (Mechanic Pat tells the pro-climate change narrative and Organic Farmer Pat tells the anti-climate change narrative). Results indicate that before reading the narratives, climate change “devotees” (those who agree that climate change is occurring and is human-caused) thought they would agree with Organic Farmer Chris over Mechanic Pat. Whereas there was division in the climate change “skeptics” (those who disagree that climate change is real and human-caused) on the question of what narrator they thought they would agree with. Devotees significantly supported the pro-climate change working-class narrative when told by Organic Farmer Chris as compared to when Mechanic Pat told the same narrative. Further showing the power of a narrator, devotees supported the anti-working class climate change narrative more when told by Organic Farmer Chris rather than when Mechanic Pat told the same narrative. Our findings demonstrate that narrators matter and suggest that the NPF needs to consider narrators as a narrative element worthy of further study.

Teachers’ Implicit Moral Values in Their Narratives About Teaching Practice

This article focuses on the moral values that teachers consider important for their teaching practice. First, we investigated the tensions experienced and questions raised by teacher’s experience of the moral matters that arise in their profession. These moral tensions and questions arise in three different areas of interactions with pupil(s): (1) pupils’ attitude, (2) class climate and (3) teachers’ professional role.Second, we investigated the moral values that inform the narratives teachers construct to give meaning to their experiences. We conducted a qualitative content analysis that used three moral orientations—discipline, autonomy, and social commitment—as a theoretical framework. The moral values in the area of pupils’ attitude concerned autonomy, discipline and social commitment. In the area of class climate, the moral values of discipline and social commitment were explicit in teachers’ narratives. In investigating teachers’ professional role, disciplinary moral values and a broad spectrum of the moral value of social commitment were found. Our findings also show that moral values are actualized in teaching practice in multiple ways.

The Use of Visual Aids as Multimodal Teaching Media to Enhance Students’ Skill of Writing

Multimodal teaching media is necessary to be used in this digital era since text can appear in various forms and do not have to always be in writing consisting of rows of letters or characters. Teachers are expected to use such modes that can help them build an active, effective, and interactive learning process. This research was conducted because of the problems faced by students in writing descriptive text and the class situation during the learning process. The use of visual aids as the multimodal teaching media used by the teacher is expected can solve those problems. Therefore, this research aims at (1) improving the students’ skill of writing descriptive text using visual aids; and (2) describing the class climate when visual aids are implemented in teaching writing descriptive text. The method used in this research is classroom action research. In this research, the researcher uses qualitative and quantitative data collection techniques. This research used students’ writing scores (pre-test and post-test) as quantitative data. The qualitative data were analyzed using assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes. The quantitative data were analyzed by the result of the test (the comparison of mean score of pre-test and post-test). The research findings show that: the use of visual aids improves the students’ writing skill and the use of visual aids has a good impact on the class climate. Visual media changes the class condition to become more exciting and conducive; the students also become more active and interactive during the learning process.

Relationship Between Climate Class and The Learning Outcomes of Light Vehicle Engineering Training Participants in The Padang Jobs Training House

This research was motivated by the low learning outcomes of the light vehicle engineering training participants which was thought to be caused by the less conducive climate for the light vehicle engineering training participants' class at the Padang Vocational Training Center. This study aims to see an overview of the class climate of the training participants, to see an overview of the learning outcomes of the training participants, and to see the relationship between the Class Climate and the Learning Outcomes of the Light Vehicle Engineering Training Participants at the Padang Job Training Center.This research is a correlational study that uses a quantitative approach. The population in this study were participants in the light vehicle engineering training class 2020. The data collection technique used was a questionnaire and the tools used were a written list of questions. The data analysis technique used the percentage formula and the Spearman Rho formula.The results of this study indicate that: (1) The climate of the training participants' class was categorized as very unfavorable; (2) The learning outcomes of the light vehicle engineering training participants are categorized as low; (3) There is a significant relationship between the classroom climate and the learning outcomes of participants in light vehicle engineering training at the Padang Vocational Training Center. The suggestion of this research is that it is hoped that the instructor will improve the classroom climate in light vehicle engineering training. Institution managers should facilitate instructors to create a classroom climate Keywords: Classroom Climate, Learning Outcomes

EVALUASI PROGRAM PEMBELAJARAN SEJARAH PADA MADRASAH ALIYAH NEGERI (MAN) DI KOTA PEKANBARU

The purpose of this research was to determine how the implementation of the teaching of history in schools (Madrasah Aliyah Negeri) MAN 1 and 4 of Pekanbaru. The research method used in this study is amixed methodology. Mixed methods produce more comprehensive facts in researching research problems, because this researcher has the freedom to use all data collection tools according to the type of data needed. The analysis technique uses a qualitative data analysis approach carried out interactively and continues continuously until completion. Activities in this data analysis include data reduction, data display, and conclusion drawing / verification. The results of this study using the EKOP model on (1) Evaluation of the quality of learning among Teachers in the Classroom Performance is already good with maximum score results above 80.00%, Learning Facilities are quite above 60.00%, Class climate is enough above 60.00%, Learning Attitudes are quite good above 70.00%, and (5) Student learning motivation in student learning is quite good above 70.00%. Furthermore, the evaluation of learning outputs in terms of academic skills, which are taken from the results of formative and summative tests in both madrasas are also quite good. The average score raport of the Mapel History in MAN 1 was 84.34, while in MAN 4 Pekanbaru City it was 82.08. Thus it can be concluded that the evaluation of history learning programs in Madrasah Aliyah Negeri (MAN) in Pekanbaru City by using the EKOP learning model is very effective for evaluation of learning in schools.

LEARNERS' ACADEMIC MOTIVATION IN PSYCHOLOGY: A SYSTEMATIC REVIEW

A systematic review was conducted to evaluate the learning motivation of pupils and students in psychology field. The databases in Vietnamese and English were systematically searched for review from the inception in 1981. The result of 36 studies indicated six research categories in analysing academic motivation as follows (1) Academic motivation and academic achievement, (2) Learning motivation by educational levels, (3) Impacting factors on academic motivation such as basic psychological needs, teachersstudents relationship, class climate, student mindset, self-efficacy and personality traits, (4) Learning motivation assessment and measurement instruments, (5) Academic motivation development and (6) Prevention and intervention of learning amotivation cases. Further discussion about pupils and students’ academic motivation in Vietnam and suggestion for future researches shall be mentioned.