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Scaffolding Technique in Teaching Algebraic Calculation Operation Concepts for Junior High School Students with Diverse Emotional Intelligence
No full textMathematics is one of the sciences that plays a role in the development of the educational process. It is considered as an essential subject. In mathematics, prerequisite concepts are the foundation for understanding subsequent topics or concepts. This study aims to examine whether there is an influence of scaffolding usage on student errors at SMPN 1 Saradan in class VIII D in the algebraic calculation operation material with various emotional intelligence. Sampling was done using random sampling technique. The participants were 3 students from class VIII D. This study uses one independent variable, which is the use of scaffolding (X), and one dependent variable, which is student errors (Y). The data used in this study are questionnaires with 30 respondents, pre-test and post-test, and interviews. This research uses quantitative descriptive method. The data analysis technique used in this study is the paired sample t-test analysis. The results of this study revealed a significance value (Sign.) of 0.012, which means it is lesser than 0.05. Therefore, it can be concluded that H0 is rejected, and H1 is accepted, indicating a significant influence between scaffolding usage (X) and student errors (Y). It is also supported by the results of student responses on the pre-test and post-test, indicating changes in the high, moderate, and low emotional intelligence categories. From the Newman error stages, this may indicate that the training or intervention provided has an impact on students’ understanding and development of emotional intelligence
The Implementation of the Zahrawain Method in Qur'anic Memorization for Kindergarten Teachers and Principals in Surakarta
No full textThe Qur’an, especially the short letters, might be difficult for many principals and kindergarten teachers to memorize. This study aims to investigate the effectiveness of an instructional method called the Zahrawain Method, in learning to memorize the Holy Quran, with a group of Surakarta’s kindergarten principals and teachers. This research design employs a quasi-experimental method, to capture the before and aftereffects of using the selected instructional method. Findings have shown that the participants from the experimental group were more able to memorize the assigned Surah from the holy book, after seven instructional sessions. The instrument used to measure the effectiveness was by documentation and validated by psychology experts, early childhood education experts, and Arabic teachers. The study concludes that the Zahrawain method is an available instructional method in teaching the Holy Quran, to meet the local expectations at Surakarta district
Critical Thinking Skill and Cognitive Learning Outcomes in Learning Physics: A Literature Review
No full textPhysics education helps students develop critical thinking skills essential for understanding natural phenomena and solving everyday problems. However, the relationship between critical thinking skills and cognitive learning outcomes in physics education is complex and requires a comprehensive literature review. This article explores this relationship and analyzes effective teaching strategies using a literature review method and collecting secondary data from sources such as national and international journals. The results show that innovative learning models, such as project-based and blended learning, significantly enhance students’ critical thinking skills and cognitive learning outcomes in physics. Additionally, integrating technology has been proven to increase the engagement and effectiveness of learning. Fostering an active, collaborative learning environment supported by technology is crucial for developing students’ critical thinking abilities and preparing them to face future challenges
Genre Pedagogy: Developing Text-based Indonesian Language Learning
No full textGenre-based approach is a language-learning approach that uses text as the main element. However, teacher do not yet fully know the application of genre pedagogy. This paper aims to describe the text-based approach in the independent curriculum using a qualitative approach and documentation study. The documentation used is the learning outcomes and objectives in the independent curriculum and the teacher’s book in the independent curriculum. Data analysis uses document analysis, which refers to Miles and Huberman’s qualitative data analysis, consisting of data collection, reduction, and interpretation. The results show 11 types of texts in the Merdeka Curriculum: narrative text, children’s poetry text, description text, procedure text, exposition text, informative text, recount text, literary text, explanation text, report text, and persuasion text. However, there are only three text types in all phases: narrative, description, and exposition. Thus, teachers need to understand each text type’s social purpose and structure in order to develop learning materials, especially discourse, in various text types
Scrutinizing Teachers' Practice of Multimodality Use in Elementary English Classroom
No full textThe Council of Educational Standard, Curriculum, and Assessment 2024 emphasizes the importance of multimodality in English learning to help students develop communicative English skills as an essential life skill for their future. In elementary school context, English teachers are expected to support students’ learning by incorporating various modes such as linguistic, visual, auditory, gestural, spatial, and tactile approaches. This qualitative study explored the multimodality use in elementary English classes by involving two English teachers from two different schools in Bangkalan, Madura, East Java. Data were collected through in-depth interviews, classroom observation, and document analysis, and were then analyzed using the interactive data analysis method by Miles and Huberman. The findings revealed that both teachers integrated multimodality in their classes, primarily through linguistic modes (e.g. textbooks and worksheet) and visual modes (e.g. images, videos, and Powerpoint slides). However, the reliance on linguistic modes, particularly textbooks, was prominent. The predominant reason was the need to learn required materials within the limited time allocation
From Read to Create: Enhancing Story Summarization Skills with RADEC
No full textThis study aims to improve the ability of fifth-grade elementary school students to summarize the content of stories through the implementation of the read, answer, discuss, explain, and create (RADEC) learning model. The method used is classroom action research (CAR) conducted in two cycles at an elementary school in Hulu Sungai Tengah Regency, South Kalimantan. The participants of this study consisted of fifth-grade students who faced difficulties in summarizing story content in Indonesian language lessons. The instruments used in this research include observation sheets to assess the implementation of learning and a story summarization test to measure student learning outcomes. The results of the study indicate a significant improvement in both the learning process and the students’ ability to summarize story content, as reflected in test results and observations at each cycle. This improvement suggests that the RADEC model can be effectively used to enhance students’ understanding and skills in summarizing story content. The study concluded after the achievement of learning completeness in the second cycle, demonstrating the success of applying the RADEC learning model in improving students’ ability to summarize story content
Beyond Traditional Learning: How the RADEC Model Revolutionizes Inquiry Skills in Basic Science for PGSD Students
No full textInquiry skills are essential in science education, enabling students to develop critical thinking and analytical abilities. This study aims to evaluate the effectiveness of the Read, Answer, Discuss, Explain, and Create (RADEC) learning model in enhancing the inquiry skills of students in the Elementary School Teacher Education Program (PGSD) during the Basic Science Concepts course. We used a quantitative research method with a pre-experimental design to measure changes in inquiry skills before and after the implementation of the RADEC model. The instruments used included student worksheets and observation sheets to collect relevant data. Data analysis was conducted qualitatively, focusing on the information gathered from student worksheets and observation sheets to provide a comprehensive overview of students’ inquiry skills. The results indicate that the RADEC model significantly improved students’ inquiry skills across all aspects, including observing, questioning and predicting, planning and conducting investigations, analyzing data and information, evaluating and reflecting, and communicating results. The implications of this research emphasize the importance of utilizing innovative teaching models such as RADEC to enhance inquiry skills, ultimately preparing PGSD students to become more effective educators in teaching science concepts at the elementary level
A Systematic Literature Review on Decomposed Theory of Planned Behavior (DTPB) in Technology Adoption
No full textThis systematic literature review, conducted in accordance with the PRISMA 2020 guidelines, aims to identify the determinants of Attitude (ATT), Subjective Norm (SN), and Perceived Behavioral Control (PBC) within the framework of the Decomposed Theory of Planned Behavior (DTPB) across journal articles published between 2018 and 2024. The review addresses two research questions: (1) What are the determinants of ATT, SN, and PBC in the DTPB framework? and (2) Which technologies have been studied using the DTPB approach? The findings reveal that ATT, a primary antecedent to intention and behavior, is commonly influenced by factors such as compatibility, perceived ease of use, perceived usefulness, complexity, and relative advantage. SN, which reflects social pressure to perform a behavior, is shaped by peer influence, superior influence, student influence, external influence, and family or parental influence. PBC, referring to the perceived ease or difficulty in performing a behavior, is influenced by self-efficacy, facilitating conditions, resource facilitating conditions, and technology facilitating conditions. This review demonstrates the effectiveness of DTPB in explaining the complex dynamics of technology adoption. Understanding the determinants of ATT, SN, and PBC can guide researchers and practitioners in developing more effective strategies to promote technology diffusion and overcome adoption barriers. Additionally, the review highlights the diverse range of technologies examined using the DTPB framework, noting that the influence and interaction of these determinants can vary depending on the specific technology being studied
The Nexus Between Service Quality and Self-service Technology on Customer Satisfaction and Continuance Intention: A Survey on Trans-Java Toll Road Users
No full textDrawing upon Social Cognitive Theory as its theoretical foundation, this study examines how service quality and self-service technology (SST) interconnect to shape customer satisfaction and continuance intention. Utilizing a quantitative approach, the study employs Partial Least Square (PLS) analysis to uncover relationships within the data. The investigation reveals that while service quality and SST demonstrate substantial positive impacts on user satisfaction, neither factor directly influences continuance intention. The findings indicate a complex relationship wherein both service quality and SST enhance customer satisfaction, though supplementary elements appear to shape long-term loyalty decisions. Notably, user satisfaction emerges as the critical full mediator between service quality/SST and continuance intention, functioning as the essential channel through which these factors influence users’ ongoing engagement. This discovery suggests that elevating service quality or SST independently proves insufficient for maintaining customer commitment without prioritizing user satisfaction. The research yields meaningful theoretical and practical implications, emphasizing how a strategic focus on user satisfaction mediates between service quality and self-service technologies to foster customer loalty and sustained engagement
Clinical Features, Risk Factors, and Outcomes of Acute Coronary Syndrome in Young Sudanese Patients: A Retrospective Single-Tertiary Care Center Study
No full textBackground: Coronary artery disease (CAD) is a leading cause of death worldwide, even in young patients. This study aimed to characterize the clinical features, risk factors, and prognosis of acute coronary syndrome (ACS) in young Sudanese patients.
Methods: A total of 100 Sudanese patients aged up to 45 years with ACS were enrolled in a retrospective cross-sectional study at the Sudan Heart Center from 2022 to 2023. Their clinical data, including the findings, management, and outcome of their electrocardiogram (ECG), echocardiography, and coronary angiography within one month, were recorded and analyzed using the SPSS program version 25.
Results: Of the 100 patients, 74% were male and 26% were female, and the median age was 39. Risk factors included hypertension (33%), diabetes mellitus (30%), obesity (26%), and smoking (25%). ST-elevation myocardial infarction (STEMI) occurred in 73% of cases, mild ejection fractions occurred in 45 patients, and mitral regurgitation and left ventricular thrombosis each occurred in six patients. Most patients (73%) had occlusive CAD, primarily in the left anterior descending (LAD) artery (74%). Of the patients, 34% received thrombolysis, 26% had percutaneous coronary intervention (PCI), and 16% had coronary artery bypass grafting (CABG). Adverse events were significantly higher with a P-value of 0.000 in patients with diabetes, hypertension, a smoking habit, hyperlipidemia, obesity, occlusive CAD, and multivessel involvement (P = 0.001).
Conclusion: Classical risk factors, especially hypertension, continue to significantly contribute to CAD and ACS in young adults in Sudan. It is imperative to prioritize interventions to prevent or mitigate these risk factors, including implementing strategies for blood pressure regulation, blood glucose monitoring, smoking cessation, and lipid management in young adults