1,354,324 research outputs found
Creating And Solving Model Of Linear Equation Through The Balance At Junior Secondary Class
No full textAlgebra is one of the most difficult subject felt by most students and this strand is just started given to the students at early junior secondary school. Infact, if we can manage the algebra subject wisely and attractively, it can be predicted that the students’ conceptual understanding algebra would be relatively improved.
A study was conducted to the Year 7 students at a Junior Secondary of Laboratory School of UPI. The class was set to learn the linear equation topic by using balance (scales).
Through a weighing activity, the students were able to design linear equation models. They followed a guidelines created by the teacher and researcher. The students were not only able to create linear equation models, but also were able to solve mathematical model of linear equation. By using steps of balance (weighing), finally the students were able to know the weight of a hidden quantity.
A number of teachers were involved in an observation activity which were designed in a lesson study context. Information related to the students’ reaction as well as the teachers’ reaction toward the implementation of creating and designing models of linear equation. The information were analysed qualitatively. The results indicate that introducing the linear equation through the scale (balance) were responded positively by the students. A brief interview with the students indicated that the students fluently could solve linear equation, and find the value of variable which infact as a weight variable. This variable seemed to be the weight of hidden variable as the solution of the linear equation.
Moreover, the students were able to interpret the process of weighing to the form of linear equation, since then the students solved it and found the solution of the problem.
While other teachers as observers at the lesson gave comments that the model teacher had practiced the concept of linear equation by using unusual way of teaching.
Intuitively they solved the linear equation by using step by step of weighing process and determined how much weight of an object. The process of weighing and thinking are parallel to solving a linear equation.
Data of test results regarding the linear equation indicated that the students’ understanding of linear equation improved. The researchers recommend to use the balance (scales) as an alternative to teach the topic of linear equation.
Keywords: Balance, realistic, and lesson study
Interview with Endang Turmudi
No full textEndang Turmudi is an Indonesian who studied in Australia on two occasions; in 1988-1990 at Flinders University, and in 1992-1996 at the Australian National University (ANU). On both occasions, he studied on Australian International Development Assistance Bureau (AIDAB) Scholarships. He completed his Masters in Sociology during his time at Flinders University before completing his PhD in the same field at ANU. The interview was conducted in English on 24 April 2014 by Dr. Jemma Purdey and Prof. David Lowe, both of Deakin University, and Dr. Ahmad Suaedy of the Abdurrahman Wahid Centre for Inter-faith Dialogue and Peace at Universitas Indonesia. This set comprises: an interview recording, a timed summary, and a photo
Interview with Endang Turmudi
No full textEndang Turmudi is an Indonesian who studied in Australia on two occasions; in 1988-1990 at Flinders University, and in 1992-1996 at the Australian National University (ANU). On both occasions, he studied on Australian International Development Assistance Bureau (AIDAB) Scholarships. He completed his Masters in Sociology during his time at Flinders University before completing his PhD in the same field at ANU. The interview was conducted in English on 24 April 2014 by Dr. Jemma Purdey and Prof. David Lowe, both of Deakin University, and Dr. Ahmad Suaedy of the Abdurrahman Wahid Centre for Inter-faith Dialogue and Peace at Universitas Indonesia. This set comprises: an interview recording, a timed summary, and a photo
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
No full text“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
No full textWe 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
Mathematical reflective thinking type of error on Newman’s error analysis / Muntazhimah, Sufyani Prabawanto and Turmudi
No full textA body of literature has revealed that Mathematical reflective thinking could improve student achievement and success in mathematics learning. However many students make errors in completing mathematics reflective thinking problems. Hence, this qualitative study sought to explore the errors of pre-service mathematics teachers in completing the reflective thinking ability test using Newman's Error Analysis (NEA). A total of twenty-four of the 4th-semester students of mathematics education or preservice mathematics teachers participated in the study. The methods used in this study were tests, interviews, and triangulation. The results showed that pre-service mathematics teachers made technical, conceptual, procedural, and interpretation errors. In terms of NEA, the error started from the comprehension stage, transformation, and process skills to encoding. Further research should design learning that can stimulate and improve the mathematical reflective thinking ability of pre-service mathematics teachers in order to reduce errors of mathematical reflective thinking processes
THE AFFECTING FACTORS ADDRESSED IN EFL ESSAY CLASS OF UM METRO LAMPUNG IN RESPECT TO THE STUDENTS’ PERCEPTION AND THE LECTURER’S REFLECTION
No full textThis research paper discusses a number of key points addressed in teaching essay writing course of EFL class in Indonesia. The lecturer applied some various techniques in teaching, including a new proposed technique called FBFRP technique (Turmudi 2013) which basically leads to assist learners in self regulatory process in writing composition ( Magno, 2009). Research goals were to disclose some critical points and to what extents of each point was qualified compared among the addressed issues. This research was a descriptive reflective expose-facto and the primary data was taken with instruments: tests, reflection, and questionnaires resulting a descriptive qualitative with quantitative data output. The subjects or participants were 100 undergraduate students of English Department enrolled at essay writing class and the objects were the students’ responses on the addressed points formatted in a rating scale questionnaire (Sugiono, 2009).The data analysis was first hand data as exposed-facto data which was processed through a set of procedures. No statistical inferences were reported but descriptive statistics and logical inferences. The result turned out that none of all components were dominants; but a certain technique as medium to assist the students’ ability to write computer-based-essay test was needed to develop. Thus, this research has the same red thread with that of Magno (2009) hypothesizing that learners of EFL tend to use specific approach to learning and eventually undergo self regulatory process. </jats:p
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
How does a missing part become important for primary school students in understanding fractions?
No full textHow does a missing part become important for primary school students in understanding fractions? Puri Pramudiani https://orcid.org/0000-0002-9620-5283 Tatang Herman https://orcid.org/0000-0002-4349-4042 Turmudi Maarten Dolk Michiel Doorman https://orcid.org/0000-0002-3233-3673
Understanding of fractions is difficult for Indonesian students. This often leads to misinterpretation in solving fractional problems. In this study, a task aiming at identifying students’ struggles in understanding the basic concept of part-whole relationships in fractions was developed and tested with six 4th-grade students. The task uses Indonesian sweet food, martabak, that has a rounded pizza-like shape as a context in which one slice was missing. Realistic Mathematics Education underlies the context designed, that was also inspired by the Dutch textbook Alles telt Q Basiswerkschrift. The study used a qualitative methodology through an interview, observation, and written test. The result of this study indicated that the students’ struggles can be identified as follows: making references to the whole, making references to the complete partition, and making sense of the incomplete partition. The study showed that the designed tasks have potentials to provoke students' reasoning in learning fractions. The findings indicate that when students learn fractions, their understanding of the meaning of fractions should be well addressed with problems that challenge this part-whole relationship. Challenging this relationship can be supported with problems that have some ambiguity about what is the ‘whole’ using the missing part context.
12 11 2022 565 586 https://creativecommons.org/licenses/by/4.0 10.22342/jme.v13i4.pp565-586 http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/254 http://jme.ejournal.unsri.ac.id/index.php/jme/article/download/254/42 http://jme.ejournal.unsri.ac.id/index.php/jme/article/download/254/4
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