Meningkatkan hasil belajar matematika pada pokok bahasan operasi hitung bilangan pecahan melalui model pembelajaran kooperatif tipe team assisted individualization (TAI) pada siswa kelas VII-C SMP Negeri 9 Malang

ujuan penelitian ini adalah untuk meningkatkan hasil belajar matematika siswa kelas VII-C SMP Negeri 9 Malang pada pokok bahasan operasi hitung bilangan pecahan dengan menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI). Penelitian ini merupakan penelitian tindakan kelas dan pendekatan penelitian yang digunakan adalah pendekatan kualitatif. Hasil penelitian ini menunjukkan bahwa pembelajaran kooperatif tipe TAI dapat meningkatkan hasil belajar. Peningkatan ini ditunjukkan dengan rata-rata nilai kuis sebelum tindakan adalah 65.21 menjadi 70.11 pada siklus I dan 78.52 pada siklus II. Sehingga dari hasil tersebut disimpulkan bahwa penerapan pembelajaran kooperatif tipe TAI dapat meningkatkan hasil belajar siswa kelas VII-C SMP Negeri 9 Malang yang dilaksanakan melalui 8 komponen, yaitu teams, placement test, teaching group, student creative, team study, whole class unit, facts test, dan team scores and team recognition.

A STUDY ON TEACHING COMPETENCE OF PRIMARY STUDENT TEACHERS WITH INTERACTIVE WHITEBOARD TECHNOLOGY

The main objective of this study is to find out the significant difference of primary student teachers (Diploma in Elementary Education) in teaching competence towards the interactive whiteboard (i.e., Smart Board) concerning the locality.The survey method was used in the present study.The teaching competence scale developed and validated by the researcher has been used for collecting the data.The findings of the study were a significant difference between the rural and urban primary student teachers in their teaching competence whereas there is no difference between arts and science group student students.

Can ESA Method Through Quizizz Games Enhance Vocabulary Knowledge?

The teaching of vocabulary is essential in the world of teaching English as a foreign language (EFL). EFL learners have problems in learning vocabulary. To attract the students' attention, the teachers should have adequate teaching methods. One of the teachers' efforts to engage the students is by applying ESA (engage, study, and activate) through Quizizz to find out the enhancement of students' vocabulary knowledge. The study was done in a public junior high school. This was a quantitative research with a sample of 65-students. The students were divided into two groups as experimental and control group. The result of this study showed that both groups have enhanced their vocabulary knowledge. Also, there is a significant difference between the experimental and the control group. Student responses through the questionnaire show they like the learning model. Therefore, it can be concluded that ESA through Quizizz games are effective methods for teaching vocabulary, and also the use of Quizizz can be done at all academic levels from the primary to the tertiary level. The students enjoy and are excited to learn through this model.

Efektivitas WhatsApp Group dalam Meningkatkan Minat Belajar Siswa pada Pembelajaran PAI di SMKN 2 Kota Cirebon

The use of learning media must continue as a consequence of the distance between educators and students. This is done to establish a distance learning network in future pandemic Covid-19. This study aims to determine how the use of WhatsApp Group, student learning interest using WhatsApp Group, and supporting and inhibiting factors in increasing student learning interest using WhatsApp Group, especially in PAI subjects at SMKN 2 Cirebon City. To get the data, researchers used qualitative research methods. The informant is obtained from subjects who are determined using purposive and snowballing. The technique of collecting data through observation, interviews, and documentation. The process of data analysis including data collection, data reduction, data presentation, and verification or conclusion. The results show that WhatsApp Group media can assist educators in carrying out their duties, help overcome students' passive attitudes, and help present information and instructions. Students interested in learning can be seen from the interest, involvement, sense of excitement, and attention during the lesson. Supporting factors include the enthusiasm and consistency of educators, facilities, and encouragement for interaction, the ability to use media, and communication problems that can be resolved on the spot. The obstacles include inadequate infrastructure, requiring students to study independently, no face-to-face activities, and difficulties in evaluation.

Experiences from COVID-19 and Emergency Remote Teaching for Entrepreneurship Education in Engineering Programmes

Education systems and institutions, often historically considered to be resolute, slow-moving entities transformed virtually overnight during the earlier stages of the COVID-19 pandemic, demonstrating nimbleness in adversity. This paper describes the first-hand experiences of teaching staff and students from a UK university which pivoted to emergency remote teaching for a core second-year module in engineering, focused on entrepreneurship. A range of methods are used including self-reflection, summative, formative, and focus-group student feedback. The paper provides an insight for readers who may be interested in the practical challenges associated with moving from an academic module typically delivered in a face-to-face learning environment accommodating a large student cohort (n = 177), to one that exists entirely in the digital domain. Our results show learning outcomes were fully met despite stark differences in quality of learning environments amongst students. Students reported benefits to remote learning because it offers a blended approach of both asynchronous content and synchronous sessions, with the latter enhancing engagement and providing structure to working weeks. Issues of presence emerged amongst group work: whilst it might be easier to confront some individuals for lack of contribution, it is also easier for those individuals to disengage. There was widespread support for the Microsoft Teams platform amongst students and staff but the former group reported this lacked a social environment in which relationships amongst team members could be nurtured informally, such as was experienced via social media.

Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study

Prior studies have reported inconsistent findings with regard to the effects of small-group student talk on developing individual students’ English-as-a-foreign-language (EFL) writing ability. To further explore the question under discussion, we designed a quasi-experimental study that included a pretest, a posttest, and a delayed posttest, and implemented it in two English-major groups at a university in China. We randomly assigned the students to an intervention group and a comparison group to investigate whether employing structured small-group student talk as collaborative prewriting discussions would effectively facilitate individual students’ EFL writing development and whether such effects could be retained. The immediate and sustained effects after the quasi-experimental study was completed were measured by the analytic scores on five components of the writing task (content, organization, vocabulary, language, and mechanics) and the holistic writing scores cumulated of all these components. Statistical analyses revealed that the two groups were significantly distinguished by their analytic and holistic scores, indicating that students in the intervention group outperformed their comparison group peers in writing performance. The effects of collaborative prewriting discussions in the form of structured small-group student talk were found statistically significant in facilitating students’ writing improvement in the content, organization, vocabulary, and language use, but not mechanics. The effects on content, organization, and vocabulary were retained as seen from the delayed posttest, while those on language use were not. The comparison group showed little improvement in their writing performance across the three tests. We concluded this study with a discussion on the implications for English-as-a-second/foreign-language (L2) writing instruction.

OPTIMIZING K-MEASN ALGORITHM USING PARTICLE SWARM OPTIMIZATION TO GROUP STUDENT LEARNING PROCESSES

In the implementation of learning, there are several factors that affect the student learning process, including internal factors, external factors, and learning approach factors. Internal factors (factors within students), for example: the physical and spiritual condition of the student. Namely: physiological aspects (body, eyes and ears) and psychological aspects (student intelligence, student attitudes, student talents, student interests and student motivation). External factors (factors from outside students), for example: environmental conditions around students. Namely: social environment (family, teachers, community, friends) and non-social environment (home, school, equipment, nature). While the student learning approach factors, for example: The learning approach factor, namely the type of student effort which includes the strategies and methods used by students to carry out learning activities of subject matter, which consists of a high approach, medium approach and low approach. So the first focus of this research is to do student clustering based on their learning process using 11 parameters. Second, using the PSO algorithm to get maximum clustering results. The research data were obtained from vocational secondary education institutions in the city of Pasuruan. Where the data is data obtained from the results of school reports and questionnaires as much as 350 student data. Data attributes include environmental features, social features, and related school features to group student data for learning data processing. From the classification results using the PSO method, there are 0.97140754 silhouette values that are obtained because the distance between the data is very close. From these results indicate that the PSO method is able to improve the performance of the k-means clustering method in the classification process of student learning interest.

Developing Teaching Material Bajo’s Local Wisdom Sea Preservation Thomson-Brooks/Cole Model

This research aims to identify the Bajo’s local wisdom in preservation sea and coastal area in the form of teaching material in the Basic Natural Science (BNS) focused on environment preservation. The type of research is research and development. Teaching material is arranged based on the principle and procedures of developing a 4-D model, there are: define, design, develop, and disseminate. Teaching material draft validated by two matter experts, one language experts, and one design expert. Teaching material draft tried to the Language and Literature Education students with 10 people in the small group and 40 people in the large group. The average validation results were 83.73% (very good) and did not need revision. Revised sections: cover, image source, chapter display, and change the unsuitable image. The small group student trials result obtained 80.68% (good) and large groups obtained 82.95% (good). The implication of this research is as an alternative solution to maintain and enhance the local wisdom value of the Bajo’s in preserving the sea and coast through teaching materials.

THE EFFECTIVENESS OF GEOGRAPHY LEARNING THROUGH LEARNING MODELS STUDENT FACILITATOR AND EXPLAINING

<p><em>The learning model can be used as an innovation to improve student learning outcomes, especially Paloh city is a border area that is included in the disadvantaged, frontier, and outermost (3T) areas. The purpose of this study is to 1) determine the needs of students towards the learning model of student facilitator and explaining in SMP Negeri 1 Paloh 2) determine the effectiveness of the use of learning models for student facilitators and explaining in SMP Negeri 1 Paloh. The method used was an experiment with a quasi-experimental form and the design of the Two Group Post Test Only, 3) whether the effective use of student facilitator and explaining learning models in SMP Negeri 1 Paloh. The results showed: 1) Students need the student facilitator and explaining learning model based on the results of the questionnaire calculation of 66% which shows a strong category 2) The results of the study show the learning group without the student facilitator and explaining model and the learning group student facilitator and explaining model with U test mann whitney there is Asymp sig (2 tailed) of 0.381&gt; 0.05. These results indicate the learning model of student facilitator and explaining has no difference with other learning. Effect size to see the effectiveness of student learning facilitators and explaining with 0.1 results that are classified as low, these results can also be influenced by various other types of factors.</em></p>