1,720,980 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
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
PERBANDINGAN KEMAMPUAN MEMECAHKAN MASALAH STRUKTUR ALJABAR ANTARA MAHASISWA JARAK JAUH DAN MAHASISWA TATAP MUKA
Full text linkLearning to solve problems is the principal reason for studying mathematics. Teachers play important roles to enhance students’ ability to solve problems in mathematics. While teachers’ presence is common situation in face-to-face education system, it’s hardly the case in distance education system. The situation often post questions on the quality of distance education system, especially in the field of mathematics. The aim of this research was to compare students’ form distance education system and face-to-face system in term of the students’ achievement in problem solving. Data collected through questionnaires and written test are analyzed quantitatively to compare the algebra structure problem solving competences between the groups of students based on Polya's phase guide for solving problem. Analysis shows that the average scores of face-to-face students are slightly higher than distance education students. However, on one out of four competences -how to prove the subgroup- there is no differences in the two groups average score
PENGEMBANGAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP PENGEMBANGAN KEMAMPUAN KOMUNIKASI MATEMATIK DENGAN MEAs (Developing Mathematical Communication Skills For Junior High School Students)
Full text linkCommunication ability on mathematics should be mastered by students to involve in mathematical learning process. This ability would help students in learning mathematics. Srategy of Model Eliciting Activities (MEAs) can be used to develop mathematical communication ability. This study examines mathematical communication ability of students after going through the learning process with a MEAs strategy. This Quasi-static research with comparison group design involved 69 eight-grade students. The students were from secondary school in Depok. The data were analized by using average differential test and ANOVA two pathways. Generally, the data shows that mathematical communication ability of students engaged in learning with MEAs strategy were better than the students engaged in conventional.
Kemampuan komunikasi matematik merupakan kemampuan yang harus dimiliki siswa untuk dapat terlibat secara maksimal dalam proses pembelajaran matematika. Kemampuan ini bermanfaat bagi siswa untuk membangun pemahaman dan pengetahuan konsep matematik. Srategi pembelajaran Model Eliciting Activities (MEAs) dapat digunakan guru untuk mengembangkan kemampuan komuniksai matematik siswa. Tulisan ini melaporkan hasil penelitian tentang kemampuan komunikasi siswa setelah terlibat dalam proses pembelajaran matematika dengan strategi MEAs. Penelitian dengan rancangan Quasi-static ini melibatkan 69 siswa SMP kelas 8 yang terbagi dalam dua kelompok. Kelompok eksperimen terdiri dari 34 siswa dan kelompok kontrol terdiri dari 35 siswa. Data hasil penelitian dianalisis menggunakan uji beda rata-rata dan uji ANOVA dua jalur. Secara umum, penelitian menunjukkan bahwa kemampuan komunikasi matematik siswa yang mendapatkan pembelajaran dengan strategi MEAs lebih baik dari kemampuan komunikasi matematik siswa yang mendapatkan pembelajaran konvensional
AMMI Campuran dan BLUP untuk memprediksi Daya Hasil Interaksi Genotip Tanaman Padi dengan Lingkungan Pada Percobaan Lokasi Ganda
No full textINTERPRETASI ANALISIS AMMI DENGAN BIPLOT (Kasus Analisis Interaksi Genotip Tanaman Padi dengan Lingkungan pada Percobaan Lokasi Ganda): Universitas Terbuka
No full textMultilocationtrials play an important role in agronomic research. Theseare often used to analyse the adaptability of genotypes indifferent environments. Multilocation trials also are usedto find out which environment is the best location to adaptfor each genotype that is the highest yielding in the environmentand to determine the pattern of response of genotypes acrossenvironments. ANOVA is used to compute genotype and environmentadditive effects. However, it cannot be used to analyse agenotype-environmental interaction. Principle component analysis(PCA) is only used to analyse non additive interaction effects.The statistical analysis recommended here combines the Anovawith PCA that is Additive Main effects and MultiplicativeInteraction (AMMI) with PCA. It begins with the usual analysisof variance to compute genotype and environment additive effects,and then applies PCA to analyse non additive interaction effects.The results of AMMI analysis is presented graphically in theform of biplots. The use of these procedure is exemplifiedusing secondary data set of the mean yield of padi from TheCenter of Indonesian Padi Research in Sukamandi
Kemampuan Pemecahan Masalah, Komunikasi dan Disposisi Matematik Siswa SMP melalui Strategi MEAs
Full text linkPenelitian ini mengkaji bagaimana kemampuan pemecahan masalah matematik, kemampuan komunikasi matematik, dan disposisi matematik siswa setelah melalui proses pembelajaran dengan strategi Mathematical Eliciting Activities (MEAs). Penelitian kuasi dengan rancangan static group comparison ini melibatkan 122 siswa dari dua sekolah SMP Negeri di Depok yang berkategori atas dan menengah. Data penelitian ini dihimpun melalui instrumen-instrumen yang meliputi tes pengetahuan awal matematik, tes kemampuan pemecahan masalah matematik, tes kemampuan komunikasi matematik, dan skala disposisi matematik. Pelaksanaan penelitian dilakukan sejak bulan Oktober 2010 sampai dengan bulan April 2011. Analisis data menggunakan uji beda Rerata, uji Chi-Kuadrat, dan ANOVA dua jalur. Hasil penelitian, baik dari data gabungan maupun di sekolah level atas, menginformasikan bahwa siswa yang terlibat dalam pembelajaran dengan strategi MEAs memiliki kemampuan pemecahan masalah, komunikasi maupun disposisi matematik yang lebih baik daripada siswa yang terlibat dalam pembelajaran konvensional. Siswa yang mendapat pendidikan di sekolah dengan level menengah, menunjukkan bahwa pembelajaran MEAs maupun konvensional dapat mengembangkan kemampuan pemecahan masalah, komunikasi maupun disposisi matematik pada ketercapaian yang tidak berbeda secara signifikan. Di sekolah level menengah, ternyata kemampuan komunikasi matematik siswa dengan PAM rendah di kelas konvensional sedikit lebih tinggi (5,71 > 5,60) dari siswa yang mendapat pembelajaran MEAs. Hal ini menjelaskan bahwa pembelajaran MEAs kurang tepat dalam mengembangkan kemampuan komunikasi matematik jika diterapkan pada siswa dengan PAM rendah dari sekolah level menengah. Baik di sekolah level atas maupun menengah, pengaruh pembelajaran terhadap kemampuan pemecahan masalah, komunikasi dan disposisi matematik tidak dipengaruhi oleh level sekolah dan pengetahuan awal matematik siswa. Hal ini dibuktikan dengan tidak adanya pengaruh interaksi yang signifikan antara level sekolah dengan kategori pembelajaran, antara kategori PAM dengan kategori pembelajaran terhadap kemampuan pemecahan masalah, komunikasi maupun disposisi matematik siswa. Pada kelas dengan pembelajaran MEAs terdapat keterkaitan antara kemampuan pemecahan masalah matematik dengan kemampuan komunikasi matematik, antara kemampuan pemecahan masalah matematik dengan disposisi matematik dan antara kemampuan komunikasi matematik dengan disposisi matematik.
This research examines mathematical problem-solving abilities, mathematical communication abilities, and mathematical disposition of students after going through the learning process with a strategy of a Mathematical Eliciting Activities (MEAs). This Quasi-static research with comparison group design involves 122 eight-grade students. The students are from secondary school of high and middle category. The data was collected through instruments that include the tests of the prior knowledge of mathematics, problem-solving abilities, mathematical communication abilities, and mathematical disposition scale. The research was conducted from October 2010 until February 2011. The data are analyzed by using average differential test, Chi-Square test, and two-ways ANOVA. The results, both for the combined data at a high and middle category of Secondary School, are mathematical problem-solving abilities, mathematical communication abilities, and mathematical dispotition of students engaged in learning with MEAs strategy are better than those of the students engaged in conventional learning. At the school with middle category, it turns out that mathematical communication abilities of students with the low score of mathematical prior knowledge in conventional class approximately higher than students in MEAs class (5,71 > 5,60). It is clear that MEAs strategy does not support in developing mathematical communication abilities for students in middle category school with the low score of mathematical prior knowledge. The effect of learning on mathematical problem-solving abilities, mathematical communication abilities, and mathematical disposition is not affected by school category and a prior knowledge of mathematics. This is indicated by no significant interaction effect between the school category with learning category, between a prior knowledge of mathematics and learning category. In class with MEAs strategy, there are associations between mathematical problem-solving abilities and mathematical communication abilities, between mathematical problem-solving abilities and mathematical disposition, and between mathematical communication abilities and mathematical disposition
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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