1,720,967 research outputs found
PENINGKATAN PRESTASI BELAJAR SISWA MELALUI SELF-REGULATED LEARNING
Full text linkAn educational system should be able to develop students' ability to learn. Students who have good learning habits and ability could begiven the J:eSPonsibilit¥ and ability ofregulating their own learning activities. Itmeans that it would be the students themselves who would execute the processes of exploration, inquiry, and learning and also conceptualize their activities. Students' learning activities would not work ifthe teacher's conceptofinstruction still uses the approach ofthe "content delivery system", which means that the teacher continually gives with the students merely taking and accepting. This kind ofinstructional approach principally would produce passive and dependent students, who always wait to be spoon-fed bythe teacher. Such an attitude passivity anddependence in students would affect them by decreasing their enthusiasm for active learning, which, in tum, would yield a low academic perfonnance, preventing them from getting a passing grade, make them fail, and possibly even cause them to drop out. On the face ofsuch a problem, there has come the concept ofself-regulated learning, a concept that tries to explain how students canberegula tors oftheirownlearning activities.Self-regulated learning is the kind oflearning that occurs because of the influence of students' self-generated thoughts, feelings, strategies, and behaviors which are oriented toward the attainment oflearning goals. Here it is important that students' initiative starts their learning activity. Active, dynarnic, and creative students usually have much initiative to doing some activities. Once they know the direction to the objectives, they would generate thoughts, feelings, strategies, and behaviors oriented toward the attainment ofgoals. So the basic components of self-regulated learning are self-regula tion ofcognition, self-regulation ofmotivation and emotion, and self-regulation ofbehavior. Teachers can help students become more self-regulated. Some ways to teach self-regulated learning are explicit instruction, direct reflection, and meta-cognitive discussion. Two modeh{that could be followed are those called Cycle ofSelf-Regulated Learning, and ACyclical Model ofSelf regulated Learning from Zimmerman. Both models, however, are alike principally. They start with planning, implementation, and e valuation ofthe chosen strategies. Results ofthe researches have proven that self-regulated learning correlates significantly with academic performance in primary, middle, and high school students. Keywords: promoting academic performance, self-regulated learning
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
The Effectiveness of Online Group Guidance in Reducing Social Media Addiction of High School Students
No full textThis study aims to determine the effectiveness of online group guidance services in reducing social media dependence of high school students. This research is an experimental research with one group pretest-posttest design. The population in this study were XII grade high school students, with a sample of 15 people taken with purposive random sampling technique. In analyzing the data, researchers used the Wilcoxon Test technique. The results obtained from the Wilcoxon Test Z value of -3.287 with a sig of 0.001 is smaller than sig 0.05 (0.001 < 0.05) which means H0 is rejected and Ha is accepted, so the pre-test and post-test results are different. The findings in this study are that online group guidance services are effective for reducing social media dependence in XII grade high school students. For further research, it is recommended to conduct follow-up using individual or group counseling
The Effectiveness of Group Guidance Services Discussion Technique "Cultural Meaning in the Form of Congklak Game" to Reduce Academic Procrastination of Class X Students of SMA N 1 Sewon
Full text linkAcademic procrastination is the behavior of delaying starting or completing academic assignments in order to carry out non-academic activities such as accessing youtube. Academic procrastination can result in delays in submitting assignments and learning goals not being achieved. This study aims to determine the effectiveness of discussion group counseling services in reducing academic procrastination in class X SMA Negeri 1 Sewon. The implementation of services is carried out based on three aspects of academic procrastination, including; delay doing assignments, object to doing assignments, and blame others. The method used is quantitative type research Pre-Experiment with one group pretest posttest design. The data collection technique uses an academic procrastination questionnaire and research sampling is carried out by techniquePurposive Sampling taking into account the score pretest. While the research sample involved 5 students of class X SMA N 1 Sewon. Based on test data analysis paired sample t-test using SPSS version 26, significant value results (2-tailed) of 0.028 <0.05 which means that the discussion group guidance service is effective in reducing academic procrastination in class X SMA Negeri 1 Sewon
PENGEMBANGAN MULTIMEDIA LECTORA PADA PEMBELAJARAN TEMATIKINTEGRATIF BERBASIS CHARACTER BUILDING BAGI SISWA KELAS IV SD
Full text linkAbstrak: Penelitian ini bertujuan mengembangkan multimedia lectora pada pembelajaran tematik-integratif berbasis character building dan mengetahui efektivitas multimedia lectora pada pembelajaran tematik-integratif berbasis character building pada pada tema Cita-citaku Subtema Aku dan Cita-citaku bagi peserta didik kelas IV SD Muhammadiyah Bodon. Penelitian ini mengacu pada langkah yang dikembangkan oleh Borg & Gall yang dikelompokkan atas empat prosedur pengembangan, yaitu eksplorasi, pengembangan draft/prototype, uji coba produk, revisi, dan validasi akhir. Subjek uji coba terbatas adalah 6 orang peserta didik kelas IV SD Muhammadiyah Subjek uji coba terbatas adalah 6 siswa kelas IV dan 1 guru SD Muhammadiyah Bodon. Subjek uji coba lapangan 20 orang peserta didik kelas IV dan 1 guru SD Muhammadiyah Bodon. Subjek uji coba produk operasional 29 siswa kelas IVB SD Muhammadiyah Bodon. Hasil penelitian menunjukkan multimedia lectora menurut ahli materi maupun ahli media terkategori "sangat baik" sehingga layak digunakan. Hasil penelitian juga menunjukkan terdapat efektivitas yang signifikan pada pembelajaran sebelum dan sesudah menggunakan multimedia interaktif Lectora dengan hasil signifikansi 0,0001< 0,05. Kata Kunci: media pembelajaran, lectora, tematik-integratif, character building DEVELOPING LECTORA MULTIMEDIA FOR THE THEMATIC-INTEGRATIVE TEACHING AND LEARNING BASED ON CHARACTER BUILDING FOR GRADE IV STUDENTS OF ELEMENTARY SCHOOL Abstract: This research aimed to develop lectora multimedia for the thematic-integrative teaching and learning based on character building and to find the effetiveness of the lectora multimedia for the thematic-integrative teaching and learning based on character building on the Theme of My Ideals, Subtheme I and My Ideals for Grade IV students of SD Muhammadiyah Bodon. This research referred to the research steps developed by Borg & Gall, grouped into four development procedures: exploration, draft/prototype development, product try-out, revision, and final validation. The subjects of the limited try-out were 6 students of Grade IV A and 1 teacher of SD Muhammadiyah Bodon. The subjects of the field try-out were 20 students of Grade IV and 1 teacher of SD Muhammadiyah Bodon. The subjects of the operational product try-out were 29 students of Grade IV B and 1 teacher of SD Muhammadiyah Bodon. The results showed that the lectora multimedia, acciding to the evaluation of the materials expert and media expert, were categorized "very good" so that they were appropriate for use. It was also found that the media were effective based on the different assessment results before and after the use of Lectora interactive multimedia with a significance value of 0,0001< 0,05. Keywords: teaching and learning media, lectora, thematic-integrative, character buildin
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
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