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PENGARUH PEMBELAJARAN IPA TERPADU BERBASIS MASALAH TEMA HUJAN ASAM BERBANTUAN MIND MAP TERHADAP PENGUASAAN KONSEP DAN METAKOGNISI SISWA
No full textPenguasaan konsep dan keterampilan metakognitif berkontribusi dalam kesuksesan pembelajaran dan membuat siswa menjadi pelajar mandiri. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran IPA Terpadu Berbasis Masalah Tema Hujan Asam berbantuan mind map terhadap penguasaan konsep dan metakognisi siswa. Penelitian ini merupakan penelitian kuasi eksperimen dan dilaksanakan di salah satu SMP Negeri di Bandung Barat kelas 7 SMP semester 2 tahun ajaran 2014/2015. Melibatkan 2 kelas yang memiliki karakteristik yang sama dan dipilih secara acak sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen terdiri dari 39 siswa menggunakan pembelajaran IPA Terpadu Berbasis Masalah Tema Hujan Asam berbantuan mind map sedangkan kelas kontrol terdiri dari 37 siswa menggunakan pembelajaran IPA Terpadu Berbasis Masalah Tema Hujan Asam tanpa bantuan mind map. Pengumpulan data penguasaan konsep digunakan tes penguasaan konsep tema Hujan Asam sedangkan keterampilan metakognitif menggunakan Metacognitive Activities Inventory (MCA-I) dan Soal Uraian yang diberikan sebelum dan sesudah pembelajaran. Data penelitian diolah dengan menggunakan program SPSS versi 16.0. Hasil penelitian menunjukkan: 1) Terdapat perbedaan peningkatan penguasaan konsep yang signifikan (p=0.000) antara kelas eksperimen dan kelas kontrol. Penguasaan konsep kelas kontrol meningkat sebesar 32.2% sedangkan kelas eksperimen meningkat sebesar 75.6%, 2) Tidak terdapat perbedaan peningkatan keterampilan metakognitif siswa yang signifikan (p=0.138) antara kelas eksperimen dan kelas kontrol. Keterampilan Metakognitif kelas kontrol tidak meningkat sedangkan kelas eksperimen meningkat sebesar 9%, 3) Terdapat perbedaan peningkatan kemampuan memecahkan masalah menggunakan keterampilan metakognitif yang signifikan (p=0.002) antara kelas eksperimen dan kelas kontrol. Kemampuan memecahkan masalah menggunakan keterampilan metakognitif pada kelas kontrol meningkat sebesar 31% sedangkan kelas eksperimen meningkat sebesar 59%. Hasil penelitian ini menunjukkan bahwa pembelajaran IPA Terpadu Berbasis Masalah Tema Hujan Asam berbantuan mind map memiliki pengaruh yang signifikan terhadap perbaikan peningkatan penguasaan konsep siswa namun belum dapat meningkatkan keterampilan metakognitif siswa secara signifikan.----------Mastery of concepts and metacognitive skills contribute to the success of learning and make students become independent learners. The purpose of this study was to determine the effect of Problem Based Integrated Science Learning about Acid Rain assisted mind map on student’ mastery of concepts and metacognition. This research is a quasi-experimental and implemented in one of Junior High School in West Bandung seventh-grade classroom, 2nd semester 2014/2015 academic year. Involves two classes that have the same characteristics and randomly selected as experimental class and control class. Experimental class consists of 39 students using Problem Based Integrated science learning about Acid Rain Scene aided mind map while the control class consists of 37 students using Problem Based Integrated science learning about Acid Rain unaided mind map. Data collection mastery of concepts used tests mastery of Acid Rain concepts and metacognitive skills while using metacognitive Activities Inventory (MCA-I) and Problem description given before and after the study. Data were analyzed using SPSS version 16.0. The results showed: 1) There are significant differences on the increase mastery of concept (p = 0.000) between the experimental class and control class. Mastery of concept of control class increased by 32.2% while the experimental class increased by 75.6%, 2) There is no significant difference on the increase metacognitive skills (p = 0.138) between the experimental class and control class. Metacognitive skills did not increase while the control class and experimental class increased by 9%, 3) There are significant differences on the increase in the ability to solve problems using metacognitive skills (p = 0.002) between the experimental class and control class. The ability to solve problems using metacognitive skills in the control class increased by 31% while the experimental class increased by 59%. Results of this study indicate that Problem Based Integrated science learning about Acid Rain assisted mind map has a significant impact on students 'mastery of concepts enhancement but can not improve significantly students' metacognitive skills
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Enhancing Students' Learning Outcomes and Science Process Skills through STEM Project-Based Learning on Global Warming Topics
Full text linkGlobal warming is a major concern, and tackling it via education is crucial. The purpose of this study is to investigate the impact of combining the Science, Technology, Engineering, and Mathematics (STEM) approach with the Project-based Learning (PjBL) model on students' learning outcomes and science process skills in global warming topics. The study, which used a one-group pretest-posttest design, collected data from 33 grade XI students via essay questions and observation sheets to assess learning outcomes and science process skills. Critical indicators of science process abilities were observing, classifying, interpreting, predicting, applying concepts, communicating, and forming conclusions. Students worked on a STEM-based project to build a flood-resistant house over the course of five meetings (including the pretest and post-test). The findings revealed considerable improvements: learning outcomes increased by 0.6 (medium category), while science process skills improved by 0.7 (high category). Observations revealed that pupils' scientific process skills were excellent. The Wilcoxon test revealed a significant difference between students' learning outcomes and science process abilities before and after the intervention, with a Sig (2-tailed) value of 0.000. The study indicated that combining the STEM method with the PjBL model improves students' learning outcomes and scientific process abilities. However, the small sample size implies that the results may not be generalizable. The consequence is that integrating the STEM method and the PjBL model provides an innovative option in physics education, improving learning outcomes and scientific process skills
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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