1,720,960 research outputs found
The Implementation of Blended Learning in Islamic Elementary Schools during the Covid-19 Pandemic
No full textEducation in Indonesia has undergone many significant changes due to the Covid-19 pandemic, including its learning system. Blended learning is a combination of offline and online learning models. The purpose of this study is to describe the implementation of the blended learning model during the COVID-19 pandemic at the islamic elementary school level. Blended learning can be implemented either online or face-to-face. This qualitative descriptive study conducted observation, interviews, and documentation to collect the data. The blended learning model during the COVID-19 pandemic was potentially capable of delivering more innovative learning. However, several problems experienced by teachers, students, and parents were also noticed. Teachers’ problems included limited media to deliver material in online learning. Meanwhile, the student's problem lay in their lack of learning independence. While parents’ role in guiding their children was pivotal, not all parents were capable of doing it. Students could improve their understanding by confirming directly with the teacher during the offline class, and parents were helped by a direct explanation from the teacher during the offline class
Enhancing Cognitive Development in Learning Chemical Symbol and Periodicity through Instructional Game
Full text linkA digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic representations. Thus, the study intended to investigate the effectiveness of the instructional game in enhancing students' cognitive development in learning chemical symbols and periodicity of elements. An instructional tool called "Symperiod Board Game) The study was designed and developed, containing 20 test items distributed in three different levels in order of complexity from simple to complex. The between-group experimental research design was adopted for this study in which 20 Form IV students distributed into four groups was selected. The alpha value 0.830 of the Pearson correlation coefficient determines the strength of the instrument's reliability, hence used for data collection. The data obtained were analyzed using descriptive statistics, and the results indicated that the cognitive development of the respondents' increases as students play the instructional game from level 1 to 3. Thus, the study reveals that a learner cannot understand a concept if he/she does not first remember it; similarly, he/she cannot apply knowledge and concepts if he/she does not understand them. It is imperative to conclude that the poor performance of students in chemistry can be associated with the quality of instruction provided by the teacher during classroom instructions
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
Enhancing Critical Thinking Skills in Graduates: An Experiential Learning Approach
Full text linkCritical thinking is a vital 21st-century graduate attribute that significantly enhances employability and adaptability. This study investigated the effectiveness of experiential learning in fostering students’ critical thinking skills within the context of Indonesian higher education. Using a quantitative pretest-posttest design, data were collected from 117 university students enrolled in a science course at Universitas Riau. A structured questionnaire assessing five levels of critical thinking was used to measure students’ skills before and after the intervention. The findings revealed a statistically significant improvement in students’ critical thinking after the intervention (p < .001), with an average increase of 6.78 points and a 13.9% gain. Cohen’s d value of 0.84 indicated a large effect size. Post-intervention results showed a substantial shift in the distribution of critical thinking levels, with more students reaching the ‘superior’ and ‘exceptional’ categories. These results underscored the value of active, reflective, and real-world learning experiences in enhancing students’ cognitive skills. This study contributes to the growing body of evidence on pedagogical innovations in science education and offers practical implications for curriculum reform in developing countries
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