1,720,963 research outputs found
The Great Mathematics Teacher: Student Perspectives in Technology-Based Learning
Full text linkAfter the Covid-19 pandemic, the impact of life on the economic, social, health, and education sectors is still being felt. One of the changes in education is the increasing number of technology-based learning. This research aims to find out students' perspectives on online learning, the technology used by teachers in learning, and online learning strategies based on students' perspectives. Researchers use phenomenological research. Researchers began collecting data using a questionnaire followed by semi-structured interviews. Data analysis was carried out using the Bogdan & Biklen approach including data reduction, categorization of data into sub-themes and themes, deduce. The research shows that students have difficulty understanding mathematics when learning online. The use of technology that is not optimal causes impacts. Teachers do not take advantage of virtual meetings which can be a medium for meetings between students and teachers, so that both can build communication and closeness between teachers and students which will help students understand mathematics material
When Prospective Mathematics Teacher Students Face Inclusive Classes
Full text linkLearning mathematics in inclusive classes has its own challenges. This is due to the heterogeneity of student characteristics in the class. Therefore, special knowledge is needed that prospective teacher students must have to deal with inclusion classes, so this research aims to analyze students' readiness to teach in inclusion classes. Qualitative descriptive research was used to describe the results of interviews regarding the readiness of 16 mathematics education students at one of the state Islamic universities in Indonesia. The results of the research show that students in semesters 5 and 7 have good understanding and show readiness to teach in inclusive classes, while students in semesters 1 and 3 also have good readiness to teach in inclusive classes, but they still need prior training in inclusive education courses before being placed in inclusion classes because understanding about children with special needs is still limited. This research has an impact on increasing the skills and empathy of prospective teachers, access and achievement of students with special needs, the quality and readiness of educational institutions, inclusive education policies, as well as public awareness of the importance of inclusion and social acceptance
PENGEMBANGAN LEMBAR KEGIATAN SISWA (LKS) PADA MATERI PERBANDINGAN MENGGUNAKAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) BAGI SISWA SMP KELAS VIII SESUAI KURIKULUM 2013
Full text linkTujuan dari penelitian ini adalah menghasilkan Lembar Kegiatan Siswa (LKS) pada materi perbandinganmenggunakan pendekatan Pendidikan Matematika Realistik (PMR) bagi siswa SMP kelas VIII sesuaiKurikulum 2013. Selain itu juga untuk mengetahui kevalidan, kepraktisan dan keefekti fan dari LKS yangdikembangkan. Penelitian ini merupakan penelitian pengembangan dengan model ADDIE yang meliputi5 tahap, yaitu Analysis (Analisis), Design (Perancangan), Development (Pengembangan), Implementation(Implementasi), dan Evaluation (Evaluasi). Hasil penelitian pengembagan ini menunjukkan bahwa: (1)LKS yang dikembangkan dinyatakan valid, mendapatkan rata -rata skor 4,58 dengan klasifikasi sanga tbaik oleh ahli materi dan rata-rata skor 4,14 dengan klasifikasi baik oleh ahli media. (2) LKS dinyatakanpraktis, mendapatkan rata-rata skor 4,54 dengan klasifikasi sangat baik melalui angket respon guru danrata-rata skor 4,01 dengan klasifikasi baik m elalui angket respon siswa (3) LKS dinyatakan efektif denganpersentase ketuntasan klasikal siswa sebesar 84,375% sehingga diklasifikasikan sangat baik
When Prospective Mathematics Teacher Students Face Inclusive Classes
Full text linkLearning mathematics in inclusive classes has its own challenges. This is due to the heterogeneity of student characteristics in the class. Therefore, special knowledge is needed that prospective teacher students must have to deal with inclusion classes, so this research aims to analyze students' readiness to teach in inclusion classes. Qualitative descriptive research was used to describe the results of interviews regarding the readiness of 16 mathematics education students at one of the state Islamic universities in Indonesia. The results of the research show that students in semesters 5 and 7 have good understanding and show readiness to teach in inclusive classes, while students in semesters 1 and 3 also have good readiness to teach in inclusive classes, but they still need prior training in inclusive education courses before being placed in inclusion classes because understanding about children with special needs is still limited. This research has an impact on increasing the skills and empathy of prospective teachers, access and achievement of students with special needs, the quality and readiness of educational institutions, inclusive education policies, as well as public awareness of the importance of inclusion and social acceptance
LAPORAN PRAKTIK PENGALAMAN LAPANGAN UNY 2014 LOKASI SMP N 4 WATES Jl. Terbahsari No. 3, Wates, Kulon Progo
Full text linkPraktek Pengalaman Lapangan (PPL) merupakan salah satu kesempatan bagi
mahasiswa untuk mempraktekkan ilmu yang bersifat teoritis yang telah diterima dari
perkuliahan. Pengalaman yang nyata mengenai persiapan, pelaksanaan, evaluasi
hingga analisis proses pembelajaran akan diperoleh oleh mahasiswa yang
melaksanakan kegiatan PPL. Pengalaman ini nantinya akan sangat bermanfaat ketika
mahasiswa telah menjadi tenaga pendidik yang sebenarnya.
Kegiatan PPL yang dilaksanakan oleh mahasiswa kependidikan di
Universitas Negeri Yogyakarta (UNY) untuk melaksanakan pembelajaran PPL
langsung pada lingkungan sekolah dilaksanakan pada tanggal 1 Juli 2014 hingga 17
September 2014. Sekolah yang digunakan sebagai tempat praktek ini adalah SMP
Negeri 4 Wates. Pelaksanaan PPL ini dilakukan dengan mengajar di luar kelas selama
kegiatan pembelajaran di sekolah tersebut sesuai jadwal yang sudah ditentukan.
Syarat dari pengajaran pada kegiatan PPL yakni melakukan kegiatan pengajaran
minimal 8 kali pertemuan. Pada kenyataannya, praktikan melakukan pengajaran
sebanyak 32 kali pertemuan. Kelas yang diajar sebanyak 10 kelas, yaitu kelas VIII A,
VIII B, VIII C, VIII D, IX A, IX B, IX C, IX D, IX E, dan IX F. Metode yang
digunakan dalam pengajaran adalah metode saintifik (scientific method) untuk kelas
VIII dan untuk kelas IX masih menggunakan metode Ekplorasi, Elaborasi dan
Konfirmasi (EEK). Model pembelajaran yang digunakan antara lain;Teaching Game
For Understanding (TGFU), Kooperatif Learning, Resiprokal, PeerTeaching, dll.
Kendala yang dialami praktikan ketika melakukan kegiatan pengajaran antara lain
dalam pengelolaan kelas saat beberapa siswa sulit untuk dikondisikan.
Kegiatan PPL ini memberikan pengalaman dan gambaran nyata kepada
praktikan tentang kegiatan dalam dunia pendidikan khususnya di sekolah. Dengan
terselesainya kegiatan PPL ini, diharapkan ketika praktikan telah menjadi tenaga
pendidik akan menjadi tenaga pendidik yang berkualitas
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
Analysis of Critical Thinking Skills in Solving Mathematical Problems in Terms of Field Independent and Field Dependent Cognitive Styles
No full textThe Difficulties and Anxiety Of 9th-Grade Students in Facing Final Exam During a Pandemic
Full text linkThis research aims to explain students’ difficulties in learning mathematics, the factors that cause learning difficulties, and student anxiety in facing school final exams during a pandemic and explain the design of a good mathematics learning system that should be carried out during a pandemic according to the results of this research. This research is descriptive qualitative research that was conducted in one of the junior high schools in the Tangerang district in 2021 with the research sample being 9th-grade students. For getting the data, this research used questionnaires, interviews, and documentation techniques. The result of this study found some of the main problems that happened to students in facing school final exams include students' unpreparedness for online learning, lack of interest in learning in students, lack of understanding of the material, feeling lazy to take part in online learning, difficulties in learning mathematics and the anxiety of students themselves in facing the final school exam. Making a good and comfortable learning system by paying more attention to the mental readiness of students and making teaching materials in the form of audio-visual or video can be one of the right solutions. In addition, face-to-face learning can provide motivation to students to increase their confidence. Thus, their anxiety in facing the final school exam can be overcome
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
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