MOBILE-LEARNING FEEDBACK AND STUDENTS’ SELF- EFFICACY IN NEW NORMAL POST COVID-19

Nowadays, we live in a digital age and New Normal of COVID-19. There is a massive migration of face-to-face teaching learning method to online or mobil- teaching and learning. It is required to do a physical distancing among school members to stop the spreading of the COVID-19. Mobile-learning is a must to keep education process continue while we remain to stay at home. The successful of mobile teaching and learning process depends on several aspects, one of them is students’ self-efficacy. Students’ self-efficacy determines how hard students try to accomplish the task given and to the extent students commit taking part in the mobile learning process during this pandemic COVID-19. It also determines to what extent students want to challenge themselves. To sum up, self-efficacy plays a crucial role in students’ achievement using mobile-learning method during this pandemic era. There is a significant relationship between feedback and self-efficacy. Therefore, educationalist is suggested to provide mobile-learning feedback to enhance students’ self-efficacy to keep the students commit to taking part in the teaching-learning process. An elaborated feedback affected students’ self-efficacy more although it is only a video feedback.

INTEGRATING MATHEMATICS LOCAL WISDOM BASED THROUGH WORKSHEET IN BILINGUAL PROGRAM

Elementary school mathematics learning is generally taught classically by teachers. By using the lecturing method and the material is also general nationally. There is no regional element (local wisdom values) there is no technological element. In this study, researchers discussed the integration of local wisdom-based mathematics learning through the development of student worksheets with Banten culture in the bilingual program at the SDIT Assa'adah Global Islamic School (AGIS) Elementary School, Serang City. The aimed of this research is to introduce Banten regional culture to elementary school students in a bilingual program with Indonesian and English trough mathematic worksheet. Researchers also simultaneously introduce foreign languages that are commonly used. This study used Research and development in the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. the population of research are IT AGIS Elementary School students, and the sample is grade 4 SD IT AGIS. In this study, researchers drafted a grade 4 bilingual mathematics worksheet. The results were validated by 3 experts recommended worthy of being tested on students.

THE INFLUENCE OF CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) LEARNING MODELS CONCEPT OF UNDERSTANDING OF CONCEPT STUDENT MATH

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan memahami konsep matematika yang diajarkan siswa menggunakan model pembelajaran Conceptual Understanding Procedures (CUPs) dengan kemampuan memahami konsep matematika yang diajarkan siswa dengan menggunakan model pembelajaran langsung pada siswa kelas VIII di SMPN 2 Langke Rembong. NTT, Indonesia. Quasi Experimental Research dengan desain Posttest-Only Control Group Design melibatkan siswa kelas 358 di SMP 2 Langke Rembong, yang berjumlah 355 orang. 65 anggota sampel dipilih menggunakan random sampling. Analisis data menggunakan statistik parametrik melalui uji-t yang didahului dengan melakukan uji prasyarat analisis. Perhitungan ukuran efek dilakukan untuk melihat seberapa besar pengaruh model pembelajaran CUP terhadap pemahaman siswa tentang konsep matematika menggunakan persamaan Hedges. Sebagai hasil analisis disimpulkan bahwa kemampuan untuk memahami konsep matematika siswa yang diajarkan menggunakan model pembelajaran CUP lebih baik daripada kemampuan untuk memahami konsep matematika siswa yang diajarkan menggunakan model pembelajaran langsung, pada tingkat signifikansi 0,05. Analisis lebih lanjut memperoleh ukuran efek 0, 53 yang menunjukkan bahwa efek CUPs pada kemampuan siswa untuk memahami konsep matematika berada dalam kategori sedang. Ini berarti bahwa penerapan model CUP tidak memiliki pengaruh besar pada kemampuan pemahaman konsep matematika siswa. Fakta ini memberikan pertimbangan bagi pendidik dan peneliti untuk mempertimbangkan variabilitas yang mungkin memediasi efek CUP pada kemampuan pemahaman konsep matematika siswa. 53 menunjukkan bahwa pengaruh CUPs pada kemampuan siswa untuk memahami konsep matematika berada dalam kategori sedang. Ini berarti bahwa penerapan model CUP tidak memiliki pengaruh besar pada kemampuan pemahaman konsep matematika siswa. Fakta ini memberikan pertimbangan bagi pendidik dan peneliti untuk mempertimbangkan variabilitas yang mungkin memediasi efek CUP pada kemampuan pemahaman konsep matematika siswa. 53 menunjukkan bahwa pengaruh CUPs pada kemampuan siswa untuk memahami konsep matematika berada dalam kategori sedang. Ini berarti bahwa penerapan model CUP tidak memiliki pengaruh besar pada kemampuan pemahaman konsep matematika siswa. Fakta ini memberikan pertimbangan bagi pendidik dan peneliti untuk mempertimbangkan variabilitas yang mungkin memediasi efek CUP pada kemampuan pemahaman konsep matematika siswa.

STUDENTS WHO LEARNED USING WHATSAPP GROUP MEDIA WITH STUDENTS WHICH LEARNING USING GOOGLE CLASSROOM MEDIA IN PANDEMIC TIME COVID-19

So far, face-to-face learning has been the most effective learning model because it has been implemented in schools and has become the main choice to date. The Covid-19 pandemic that has hit various parts of the world in recent months has changed the habits of various aspects of life, including learning at school. The classic face-to-face learning method that has been a mainstay in schools suddenly has to change drastically with the online model. Whatsapp Group and Google Classroom are distance learning media that are familiar and often used. This study aims to compare the learning outcomes of students whose learners use WhatsApp group and those who use Google Classroom. This type of research is a quasi experiment. The research sample was 40 students of class VIII SMPN 1 Rawamerta and divided into two classes of 20 people each for classes using Whatsapp Group and 20 people using Google Classroom. The results showed that learning with Whatsapp Group was better than learning using Google Classroom. However, online learning still has several weaknesses, including poor signal and no internet quota.

THE ABILITY OF THE SECOND YEAR STUDENTS OF SMK NEGERI NIBAAF IN WRITING NARRATIVE TEXT

In this research discussed about how the students the ability writing narrative text of the personal narrative tex in the story. This study aims to answer the problems: have the students mastered to write narrative text. What aspect writing of narrative text is still difficult for them to master to write. To what level is their ability on writing narrative text categorized. In this study, the writer use descriptive qualitative method and the way to get the data, the writer use the writing test. The populations of this study is the second grand students of SMK Negeri Nibaaf in the school year 2019/2020 consisting of class XII TRRH 21 students, but only 10 students were choosen as sample of this study. The result of finding show that the second ability in composing narrative writing with the instrument given is categorized good. It is SMK Negeri Nibaaf have abilities in composing a good narrative writing. It can be seen from the averange score of content is 4,1 vocabulary is 3,6 and language use is 3,8. After analized the data and got the result, the are some conclusion are all the students have mastered narrative writing. on the basic of the averange score good, vocabulary is difficult part of aspect of narrative writing. the students level of mastery is categorized good. It is based on the data that there are 4 of 10 on this level of mastery. Therefore, the second students of SMK Negeri Nibaaf have mastered in writing.Keywords: Ability, writing, narrative.

THE ROLE OF INQUIRY APPROACH AND COGNITIVE STAGE ON STUDENT’S MATHEMATICAL CRITICAL THINKING ABILITY AND SELF REGULATED LEARNING

The goal of this research is to analize the role of inquiry approach (IA) and cognitive stage (CS) on students’mathematical critical thinking ability (MCTA) and self regulated learning in mathematics (MSRL). The research adopted a pretest and postest design and involved 60 eleventh grade students of 16 – 18 years old, a MCTA test, the TOLT, and Longeot test, and a MSRL scale, and student’s opinion on IA lessons. The study revealed that percentage of student’ CS, were as follow 11.7% at concrete stage, 65.0% at transition stage, and 23.3% at formal stage. In further analysis the study found that IA and CS took a good role on obtaining student’s MCTA, but not for MSRL. The formal operational stage students obtained higher grades on MCTA than the transitional and concrete operational stages, conversely the concrete operational stage students obtained higher grades on MSRL than the formal and transitional operational. Students taught by saintific approach (SA) realized more difficulties in solving MCTA tasks than students getting treatment with IA. The study also found 1) MCTA students whose learning with IA is better than SA at medium grade level 2) no association between MCTA and CS, MCTA and MSRL, and CS and MSRL. Beside that, students performed intense activities during the IA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntary.

IMPROVING MATHEMATICS LEARNING OUTCOMES OF CLASS IX MIDDLE SCHOOL STUDENTS IN THE MAJOR AREA AND FLAT BUILDING USING REALISTIC APPROACHES

The problem of this research is how to apply realistic mathematics to the wide discussion and the circumference of flat shapes. The aim is to identify the difficulties of junior high school students in completing story questions in broad and rounded discussion. This research method is classroom action research. Subjects of the study included students of class IX-B at SMPN 1 Campaka Mulya. The instrument tested was a test sheet containing 5 questions in the form of a description. The study was conducted in three cycles, in each cycle consisting of several stages, namely planning, implementing actions, observing, and reflecting. From the results of the study obtained information related to improving student learning outcomes. This is known from the average value and percentage of mastery learning in each cycle that is increasing. In cycle I the average value is 53.8 with completeness of learning 3.7% and included in the category of inadequate, the average value of cycle II is 75.2 with mastery learning 40.7% and included in the category enough, and the average value the average cycle III is 82.8 with mastery learning reaching 92.5% or included in the Good category. After the implementation of the action, it appears that students become more happy and enthusiastic in learning mathematics by using a realistic approach to the broad discussion and the circumference of flat shapes.

THE LEARNING OF PRODUCING SHORT-STORY TEXT USING PROBLEM-BASED METHODS FOR HIGH SCHOOL STUDENTS

This research was conducted using descriptive methods. Where researchers will describe the work of students to get more detailed results. Before the research was conducted, the pretest was first held to find out more about where the students' ability was about producing short text. After that learning is done by applying the problem-based method, and ends with the posttest as a method of proving that effectiveness. The results showed that after learning to produce short text using this problem method, the ability of students to produce short stories increased. This is evidenced by the achievement of learning objectives and improved student learning outcomes. The increase can be seen from the results of the comparison of the average pretest is 56,5 and the average postest score is 69.2. Thus the posttest average is higher than the average pretest.

A STUDY ON INDONESIAN TEACHERS’ USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING

Since 1960, technology has been used as one of educational tools to help teachers in teaching learning process. In the context of foreign language teaching, technology is utilized for various reasons and purposes. A questionnaire was distributed to 150 English as foreign Language (EFL) teachers in West Java to investigate the use of technology in their EFL classroom. Specifically, this paper reports the type of technology which teachers usually use in teaching English and also elaborate the reasons why teachers apply technology in their classrooms. Finally, this paper explores teachers’ attitudes on the use of technology in language teaching.

CONTRIBUTION OF LEARNING INDEPENDENCE ON THE ACHIEVEMENT OF MATHEMATICAL LEARNING OUTCOMES OF GEOMETRY TRANSFORMATION MATERIALS SCHOOL STUDENTS

This study aims to determine the relationship between self regulated learning and learning outcomes in the learning of geometric transformation of high school students in Cimahi, West Java. The type and analysis data of this study are included in quantitative research. The method used in this study is a survey method with correlation techniques. The population in this study were all students at SMPN 10 Cimahi, the number of samples in this study were 30 students in grade 9. Data collection techniques used non-test instruments in the form of self regulated learning scale, while learning outcomes variables used school archive documentation. The results showed that there was a significant linear relationship between self regulated learning and student learning achievement, with 26% contribution of self regulated learning to student learning outcomes in geometric transformation material and 74% influenced by other variables.