1,720,958 research outputs found
PENERAPAN STRATEGI REACT UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA SISWA SEKOLAH DASAR MATERI BANGUN RUANG SEDERHANA : Penelitian Tindakan Kelas pada Siswa Kelas IV di SDN 1 Cibogo Kab. Bandung Barat
No full textPenelitian ini dilaksanakan di kelas IV SDN 1 Cibogo dengan banyaknya siswa 14 orang terdiri dari delapan orang laki-laki dan enam orang perempuan. Latar belakang penelitian ini adalah rendahnya kemampuan komunikasi matematis pada siswa sekolah dasar yang disebabkan oleh proses belajar yang masih berpusat pada guru (teacher centered) atau konvensional. Komunikasi matematis dalam penelitian ini yaitu komunikasi matematis dalam bentuk tulisan. Tujuan penelitian ini adalah untuk mendeskripsikan perkembangan perencanaan pembelajaran, pelaksanaan pembelajaran, dan peningkatan kemampuan komunikasi matematis pada siswa sekolah dasar materi bangun ruang sederhana setelah Pembelajaran Matematika dengan menggunakan Strategi REACT. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas Model Kemmis dan McTaggart dalam dua siklus. Untuk memperoleh data hasil penelitian, dibuat instrumen pembelajaran dan instrumen pengumpul data. Data dianalisis dengan cara kuantitatif dan kualitatif. Pada perencanaan pembelajaran disusun antisipasi didaktis pedagogis sebagai acuan dalam pembuatan RPP. Pelaksanaan pembelajaran dilaksanakan dalam tiga kegiatan yaitu kegiatan pembuka, kegiatan inti, dan kegiatan penutup. Pada kegiatan inti dilaksanakan langkah-langkah pada komponen Strategi REACT yaitu relating (mengaitkan/ menghubungkan), experiencing (mengalami), applying (menerapkan), cooperating (bekerja sama), dan transferring (mentransfer). Dari pembelajaran tersebut dapat meningkatkan kemampuan komunikasi matematis pada siswa sekolah dasar materi bangun ruang sederhana. Rata-rata nilai pada siklus I adalah 74,79 meningkat di siklus II menjadi 80,57. Adapun indeks gain sebesar 0,23 dengan interpretasi tergolong rendah. Pada indikator (1), rata-rata nilai siklus I adalah 81,29 meningkat menjadi 85,71 pada siklus II, sedangkan pada indikator (2), rata-rata nilai siklus I adalah 64,29 meningkat menjadi 74,68 pada siklus II.
Kata kunci: Strategi REACT, Kemampuan Komunikasi Matemati
Joyful learning strategy using game method of treasure clue to improve reading comprehension skill
No full textThe objectives of this research are (1) to describe steps in the implementation of joyful learning strategy using game method of treasure clue to improve reading comprehension skill for the fourth grade students of elementary school; (2) to improve reading comprehension skill for the fourth grade students of elementary school by implementing joyful learning strategy using game method of treasure clue. This research is collaborative Classroom Action Research (CAR) and implemented within two cycles. Each cycle implemented within two meetings. This research impelemented at one of elementary school in Kuningan. Subjects of this research are 31 students of the fourth grade of elementary school. Techniques of collecting data were observation, interview, an document analysis. Data were analyzed using thematic analysis meanwhile data were validated using triangulation, member checking, and reflectivity. The results of this research show that joyful learning strategy using game method of treasure clue can increase students’ reading comprehension skill . The results proved by the increase of reading comprehension outcomes in each cycles. Passing grade percentage of students result in the first cycle is 73,86% and in the second cycle is 87,56%. Therefore, students’ learning outcomes has passed performance indicator research of 85%. The conclusion of this research is the implementation of joyful learning strategy using game method of treasure clue can improve reading comprehension skill for the fourth grade students of elementary school
Joyful learning strategy using game method of treasure clue to improve reading comprehension skill
No full textThe objectives of this research are (1) to describe steps in the implementation of joyful learning strategy using game method of treasure clue to improve reading comprehension skill for the fourth grade students of elementary school; (2) to improve reading comprehension skill for the fourth grade students of elementary school by implementing joyful learning strategy using game method of treasure clue. This research is collaborative Classroom Action Research (CAR) and implemented within two cycles. Each cycle implemented within two meetings. This research impelemented at one of elementary school in Kuningan. Subjects of this research are 31 students of the fourth grade of elementary school. Techniques of collecting data were observation, interview, an document analysis. Data were analyzed using thematic analysis meanwhile data were validated using triangulation, member checking, and reflectivity. The results of this research show that joyful learning strategy using game method of treasure clue can increase students’ reading comprehension skill . The results proved by the increase of reading comprehension outcomes in each cycles. Passing grade percentage of students result in the first cycle is 73,86% and in the second cycle is 87,56%. Therefore, students’ learning outcomes has passed performance indicator research of 85%. The conclusion of this research is the implementation of joyful learning strategy using game method of treasure clue can improve reading comprehension skill for the fourth grade students of elementary school.</jats:p
Penerapan Model Pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction): Sebuah Model Pembelajaran Untuk Meningkatkan Kemampuan Pemahaman Konsep Siswa
Full text linkThis research is motivated by the low conceptual understanding ability of students, which is seen in low student learning outcomes. This low conceptual understanding is thought to be due to learning that tends to be teacher-centered and does not involve students actively. The purpose of this study was to determine the difference in the improvement of conceptual understanding ability of students who follow learning by applying the ARIAS model and the direct instruction model. This study used a quantitative approach with a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 26 students of class VI-A as the experimental class and 26 students of class VI-C as the control class. Data collection techniques were in the form of tests and observations. The data analysis technique used an independent t-test with a significance level of 5% with the hypothesis of a difference in the average increase in students' conceptual understanding ability between those using the ARIAS model and those using the direct instruction model. The results showed that students' conceptual understanding ability after applying the ARIAS model increased by 0.62 with a moderate category. Students' conceptual understanding ability after using the direct instruction model increased by 0.46 with a moderate category. There was a difference in the average increase between the two classes as evidenced by the independent t-test. The results showed a significance value of 0.001. This means that 0.001 <0.05, the hypothesis is accepted, indicating a difference in the average improvement in conceptual understanding between those using the ARIAS model and the direct instruction model
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
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
- …
