1,720,968 research outputs found
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
PENERAPAN PEMBELAJARAN KOPERATIF DENGAN PENDEKATAN STRUKTURAL TPS DAN TSTS UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS X5 SMA NEGERI 1 TAMBANG
Full text linkAbstractThe research aimed to increase student’s mathematics learning of SMA Negeri 1 Tambang grade X5. This research was conducted on 36 students of grade X5 in SMA Negeri 1 Tambang through cooperative learning with approachment Think Pair Square (TPS) and Two Stay Two Stray (TSTS) technique. The material is about Linear and Quadratic Equation. This research was classroom action research. The subjects of this research was 36 students of grade X5 in SMAN 1 Tambang. The object of this research was to increase the student’s mathematics learning through Cooperative Learning with structural approachment TPS and TSTS technique for linear and quadratic equations. The instrument of this research was the student’s Mathematic result, observation, and interviews. The observations aimed to determine the researcher’s ability to manage the process of learning to determine the student’s prior knowledge was taken from student’s test before learning it was 15 (41.67%) of student reach KKM. After giving the cooperative learning with the structural TPS and TSTS technique, then giving the mathematics learning result (daily tests I). From the results of UH I data showed that as many as 20 (55.56%) students achieve KKM. Because of the results of students' mathematics learning as a whole has not been reached then resumed action on the second cycle. From the results of UH II data showed that 27 (75%) of students who reached the KKM. This means an increase in students' mathematics learning results from the first cycle to the second cycle. Keywords Mathematics Learning Result, Cooperative Learning, TPS, TST
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
IMPLEMENTASI MODEL PEMBELAJARAN KNISLEY UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASIWA PENDIDIKAN GURU SEKOLAH DASAR
Full text linkPenelitian ini dilatar belakangi oleh kesulitan mahasiswa dalam mempelajari mata kuliah konsep dasar matematika. Pada hakikatnya penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan pemecahan amsalah matematis mahasiswa pada mata kuliah konsep dasar matematika mahasiswa dengan menggunakan model pembelajaran Knisley. Penelitian ini dilaksanakan di STKIP Al Maksum dengan subjek penelitian yaitu mahasiswa program studi pendidikan guru sekolah dasar kelas II-D. Instrument yang digunakan terdiri dari instrument tes yaitu soal tes kemampuan pemecahan masalah matematis dan non-tes berupa lembar observasi aktivitas siswa. Hasil penelitian ini menunjukkan bahwa kemampuan pemecahan masalah dari siklus I ke siklus II telah mengalami peningkatan dengan nilai rata-rata 60 pada siklus I menjadi 70,06 pada siklus II begitu juga dengan seluruh proses pembelajaran yg dilaksanakan dari siklus I ke siklus II juga mengalami peningkatan. Dikarenakan pada siklus I belum memenuhi indikator keberhasilan yang dilihat dari ketuntasan klasikal dan pengamatan proses pembejalaran pada evaluasi yaitu sebesar 64,52% maka dilanjutkan ke siklus II dan berhenti dengan nilai ketuntasan klasikal sebesar 87,1%. Maka dapat disimpulkan bahwa model pembelajaran Knisley dapat meningkatkan kemampuan pemecahan masalah matematis mahasiswa pada mata kuliah konsep dasar matematikaThis research is motivated by the difficulty of students in learning the basic concepts of mathematics. In essence, this classroom action research aims to improve students' mathematical problem solving skills in basic mathematics concepts courses by using the Knisley learning model. This research was conducted at STKIP Al Maksum with the research subjects, namely students of elementary school teacher education study program class II-D. The instruments used consisted of test instruments, namely mathematical problem solving ability test questions and non-tests in the form of student activity observation sheets. The results of this study indicate that the problem solving ability from cycle I to cycle II has increased with an average value of 60 in cycle I to 70.06 in cycle II as well as the entire learning process carried out from cycle I to cycle II has also increased. Because the first cycle did not meet the success indicators seen from the classical completeness and observation of the learning process in the evaluation which was 64.52%, it was continued to the second cycle and stopped with a classical completeness value of 87.1%. So it can be concluded that the Knisley learning model can improve students' mathematical problem solving skills in the basic concepts of mathematics cours
PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS XI SMK MELALUI PEMBELAJARAN KONTEKSTUAL
Full text linkAbstrak. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa dengan menggunakan pembelajaran kontekstual di kelas XI SMK Bisnis dan Manajemen Apipsu Medan pada materi Persamaan dan Fungsi Kuadrat. Jenis penelitian ini adalah penelitian eksperimen semu dengan desain kelompok kontrol pretes-postes. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMK Bisnis dan Manajemen Apipsu Medan dan sampelnya dipilih dengan menggunakan simple random sampling yaitu kelas XIAP-2 (kelas eksperimen) dan kelas XIAP-1 (kelas kontrol). Instrumen yang digunakan berupa soal tes kemampuan pemecahan masalah matematis. Tes dilaksanakan dua kali yakni pada awal pembelajaran sebelum mendapat perlakuan (pretest) dan setelah mendapat perlakuan pada akhir pembelajaran (posttest). Instrumen tersebut dinyatakan telah memenuhi syarat validasi dan reliabel. Analisis data dilakukan dengan menggunakan uji-t. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan kemampuan pemecahan masalah matematis siswa dengan menggunakan pembelajaran Kontekstual secara signifikan. Peningkatan dilihat dari hasil analisis skor n-gain, diperoleh bahwa rata-rata n-gain kelas eksperimen berada dalam kategori sedang (0,687) dan rata-rata n-gain kelas kontrol berada dalam kategori sedang namun lebih rendah dari kelas eksperimen (0,617). Hasil diatas menandakan bahwa terjadi peningkatan kemampuan pemecahan masalah matematis siswa kelas eksperimen lebih tinggi dari peningkatan kemampuan pemecahan masalah pada kelas kontrol. Sehingga diperoleh kesimpulan bahwa pembelajaran kontekstual mampu meningkatkan kemampuan pemecahan masalah matematis siswa. Kata Kunci: Kemampuan Pemecahan Masalah Matematis, Pembelajaran Kontekstua
PENGARUH PENDEKATAN MATEMATIKA REALISTIK TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA
Full text linkAbstract. The purpose of this study is to determine the effect of learning by using a realistic mathematical approach to the ability to understand students' mathematical concepts. This research is a quasi-experimental research. This research was conducted at MTs Islamiyah Medan. The research sample consisted of 50 students, 25 experimental class students, and 25 control class students obtained by cluster random sampling technique in class VII students. The results of the study explained that the average ability to understand mathematical concepts of students who use a realistic mathematical approach is higher than the average ability to understand mathematical concepts of students who use conventional learning. It can be seen from the average posttest score of students' mathematical problem-solving ability of 29.125 in the experimental class and 27.250 in the control class. However, the realistic mathematical approach model in the experimental class was significantly more successful in improving students' understanding of mathematical concept skills compared to conventional methods. Thus the learning of realistic mathematics influences the ability to understand the concepts of mathematical students (tcount = 3.91 ttable = 2.13). The conclusion of this study is that there is a positive influence on realistic mathematical approaches to students' mathematical concept understanding abilities.Keywords: Realistic Mathematics Approach, Understanding of Mathematical Concepts
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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