1,720,995 research outputs found
Improving The Quality Of Learning In Geometry Transformation Course To Encourage Students Learning Independence Through The Lesson Study Approach
No full textThe quality of learning outcomes is largely determined by the quality of learning. Hence, it needs to design a learning activity that can improve the individual quality of students. One way to improve the individual quality is by supporting students to learn independently. This study aims to improve the quality of learning in Geometry Transformation course in order to encourage students to learn independently through Lesson Study approach. This study uses Classroom Action Research (CAR) which is conducted in four cycles. The result of this study shows that the independence of students learning from cycle one till cycle four are raising and priding. The quality of learning outcomes indicated by: (1) the completion of tasks is in the excellent category, (2) the average of test results is in good category, (3) the interaction study among students is very good, and (4) the interaction between students with teaching materials is very well.
Key words: learning quality, learning independence, Lesson Stud
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
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
Tipe Kesalahan Mahasiswa dalam Menyelesaikan Soal-Soal Geometri Analitik Berdasar Newman’s Error Analysis (NEA)
No full textKemampuan mahasiswa dalam menyelesaikan soal-soal matematika langsung atau tidak langsung dipengaruhi oleh pola penyelesaian soal pada saat mahasiswa duduk di bangku sekolah. Hasil pengamatan menujukkan bahwa masih terdapat mahasiswa yang tidak malakukan tindakan apapun terhadap soal pembuktian, meskipun hanya pada tahapan understand the problem. NEA merupakan kerangka kerja dengan prosedur diagnostik sederhana, yang meliputi (1) decoding, (2) comprehension, (3) transformation, (4) process skill, dan (5) encoding. Metode diagnostik yang dikembangkan Newman ini digunakan untuk mengidentifikasi kategori kesalahan terhadap jawaban dari sebuah tes uraian. Sehingga bagaimana deskripsi jenis kesalahan mahasiswa dalam menyelesaikan soal-soal pembuktian pada mata kuliah Geometri Analitik berdasarkan Newman’s Error Analysis (NEA), dan apa saja penyebab kesalahan mahasiswa dalam menyelesaikan soal-soal pembuktian, khususnya pada mata kuliah Geometri Analitik, menarik untuk dibahas dalam tulisan ini
MENINGKATKAN KEMAMPUAN MENULIS DAN PEMAHAMAN MATEMATIS MELALUI PEMBELAJARAN DENGAN STRATEGI WRITING FROM A PROMPT DAN WRITING IN PERFORMANCE TASKS PADA SISWA MADRASAH IBTIDAIYAH
Full text linkPermasalahan dalam penelitian ini adalah menulis matematis sebagai bagian dari aspek komunikasi matematis belum dikembangkan secara optimal pada siswa Madrasah Ibtidaiyah (MI). Salah satu strategi pembelajaran matematika untuk mengembangkan kemampuan menulis dan pemahaman matematis adalah strategi Writingfrom a Prompt dan Writing in Performance Tasks (WPWT). Tujuan utama dari penelitian ini adalah untuk mengetahui apakah pembelajaran matematika dengan strategi WPWT dapat meningkatkan kemampuan menulis dan pemahaman matematis siswa MI. Populasi penelitian ini adalah siswa kelas IV MI di Kota/Kabupaten Semarang. Penelitian ini menggunakan desain kelompok kontrol pretes-postes. Jumlah sampel dalam penelitian ini sebanyak 90 siswa MI kategori akreditasi A, 90 siswa MI kategori akreditasi B, dan 90 siswa MI kategori akreditasi C Untuk mengetahui kemampuan menulis dan pemahaman matematis digunakan instrumen tes. Analsis data dalam penelitian ini menggunakan ANOVA dua jalur. Hasil penelitian diperoleh sebagai berikut: (a) pemahaman matematis siswa MI yang memperoleh pembelajaran matematika dengan strategi WPWT lebih baik daripada pemahaman matematis siswa MI yang memperoleh pembelajaran matematika secara konvensional; (b) kemampuan menulis matematis siswa MI yang memperoleh pembelajaran matematika dengan strategi WPWT lebih baik daripada kemampuan menulis matematis siswa MI yang memperoleh pembelajaran matematika secara konvensional; (c) pemahaman matematis siswa MI yang memperoleh pembelajaran matematika dengan strategi WPWT secara kelompok kecil lebih baik daripada pemahaman matematis siswa MI yang memperoleh pembelajaran matematika dengan strategi WPWT secara klasikal; (d) kemampuan menulis matematis siswa MI yang memperoleh pembelajaran matematika dengan strategi WPWT secara kelompok kecil lebih baik daripada kemampuan menulis matematis siswa MI yang memperoleh pembelajaran matematika dengan strategi WPWT secara klasikal; (e) pemahaman matematis siswa MI kategori akreditasi A lebih baik daripada pemahaman matematis siswa MI kategori akreditasi B dan C; (f) kemampuan menulis matematis siswa MI kategori akreditasi A lebih baik daripada kemampuan menulis matematis siswa MI kategori akreditasi B dan C; (g) kemampuan menulis siswa MI kategori akreditasi B lebih baik dari pada siswa MI kategori aktreditasi C; (h) terdapat interaksi antara faktor strategi pembelajaran dan faktor kategori akreditasi MI; dan (i) pembelajaran matematika dengan strategi WPWT dapat meningkatkan disposisi matematis siswa MI
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