1,720,985 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
Pengengembangan LKPD Inkuiri Terbimbing Berpendekatan Nested untuk Melatihkan Keterampilan Proses Sains pada Materi Laju Reaksi
No full textPenelitian ini bertujuan untuk mengetahui kelayakan LKPD inkuiri berpendekatan nested dalam rangka melatih keterapilan proses sains siswa. Metode yang digunakan adalah desain pengebangan 4-D dilakukan sampai tahap pengembangan. Uji coba LKPD dibatasi pada 12 siswa kelas XI MIPA SMAN 1 Sidayu yang belum mendapatkan materi laju reaksi. Instruen yang digunakan terdiri dari lembar tes (pretest dan posttest) keterampilan proses sains (KPS), tes ranah pengetahuan, telaah, validasi, aktivitas dan angket respon. Pengembangan LKPD ini dinyatakan layak digunakan karena hasil penelitian diperoleh nilai validasi ââ°Â¥61% dan nilai yang diperoleh siswa ââ°Â¥75 sesuai kriteria ketuntasan minimal sekolah. Presentase validasi kriteria isi 86,3%, kesesuaian dengan inkuiri 80%, kesesuaian dengan komponen keterampilan proses sains 80%, bahasa 90,7%, dan grafis 90,7% kategori valid secara teoritis dan empiris. Respon peserta didik menunjukkan respon positif dengan persen rata-rata 93% kriteria sangat merespon. LKPD yang dikembangkan efektif digunakan karena tes keterampilan proses sains (KPS) diperoleh n-gain skor sebesar 0,84 kategori sangat tinggi. Hal terrsebut didukung dengan hasil tes pengetahuan diperoleh nilai rata-rata yang diperoleh ââ°Â¥75 yang berarti sudah memenuhi kriteria ketuntasan minimal sekolah. Kata Kunci: LKPD, Inkuiri, Nested, Keterapilan Proses Sains, Laju Reaks
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
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS XI PADA MATERI KESETIMBANGAN KIMIA
No full textTujuan penelitian yaitu untuk menjabarkan keterlaksanaan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI), perolehan aktivitas dari peserta didik selama pembelajaran, keterampilan berpikir kritis setelah dilatih, pengetahuan konsep/materi yang dipelajari serta kompetensi sosial aspek bertanya dan berpendapat. Penelitian diterapkan kepada 36 peserta didik dalam satu kelas. Jenis penelitian ini yaitu pre experimental design melalui One Group Pretest Posttest Design. Hasil dari penelitian menjelaskan bahwa (1) Kualitas model pembelajaran kooperatif tipe TAI yang dilaksanakan memperoleh rata-rata sebesar 80,24% di pertemuan ke-I, 90,32% di pertemuan ke-II dan 97,77% di pertemuan ke-III; (2) Selama pembelajaran aktivitas relevan peserta didik lebih tinggi dari aktivitas tidak relevan; (3) Keterampilan dalam bepikir kritis meningkat dibuktikan dari rata-rata nilai N-gain pada indikator interpretasi sejumlah 0,81 (tinggi), inferensi sejumlah 0,87 (tinggi), analisis sejumlah 0,89 (tinggi) dan eksplanasi sejumlah 0,89 (tinggi); (4) Pengetahuan konsep/materi peserta didik didapatkan ketuntasan klasikal sejumlah 94,44%; (5) Kompetensi sosial aspek bertanya mengalami peningkatan dalam hal jumlah pertanyaan secara berturut-turut 55, 67, 83 dan peningkatan pada aspek berpendapat dalam hal jumlah pendapat secara berturut-turut 41, 61 dan 78 selama tiga pertemuan.
Kata kunci: kooperatif tipe TAI, keterampilan berpikir kritis, kesetimbangan kimia
Student Worksheet Development to Practice Critical Thinking Skill Using Blended Learning on Reaction Rate
No full textABSTRACT: This research aims to determine the feasibility of student worksheets to practice critical thinking skills using blended learning on reaction rate matter. This research is using Research & Development (R&D) design with the subjects are 2nd-grade students. The instrument used which as the student worksheet, pretest-posttest sheet, student activity observation, and student responses questionnaire. The validity of the student worksheets on the concentration factor, surface area, temperature, and catalyst obtained the percentage respectively 89.37%, 87.55%, 87.67%, and 87.53%. Student activities, obtaining a percentage of 90% and observation of student responses by 91%. The effectiveness of the students' worksheets in terms of the N-gain score of the pretest and posttest with an average of 0.65 in the medium category is very effective to practice critical thinking skill. So the student worksheet using guided inquiry learning model and blended learning strategy in reaction rate matter to practice critical thinking skill is feasible to use in High School.Keywords: student worksheet, critical thinking skill, blended learning, the reaction rat
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENGASAH KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA SUB MATERI FAKTOR FAKTOR YANG MEMPENGARUHI LAJU REAKSI KELAS XI SMA NEGERI 2 BANGKALAN
No full textThe aims of this research is to determine students’ critical thinking skills through implementation of guided inquiry learning models in sub matter factors that affect reaction rate including the syntax implementation of guided inquiry learning models, student activities, students’ critical thinking skills, and cognitive learning outcomes. This research was conducted in SMA Negeri 2 Bangkalan using the One Group Pretest Posttest Design to determine student’s critical thinking skills and One Shot Case Study to determine students’ cognitive learning outcomes. The data obtained were analyzed using quantitative analysis methods. It can be concluded that (1) Syntax implementation of the guided inquiry learning model at 3 meetings shows the average percentages at meetings 1, 2, and 3 respectively at 98.86%; 96.21%; 99.62%, which is included in the very good criteria. (2) Relevant student’s activities that appear in the learning process in meetings 1, 2, and 3 respectively 96.30%; 98.52%; 97.78% and irrelevant activities that appear in meetings 1, 2 and 3 respectively 3.70%; 1.48%; 2.22%. (3) Students’ critical thinking skills increase from the results of the pretest to the posttest which is measured using the N-Gain Score formula, which is 100% of students complete in components of critical thinking, those are interpretation, analysis, inference, and explanation with the average gain score in the high category. (4) Students cognitive learning outcomes, show that 29 from 34 students completed or 85.29% and 5 students not completed or 14.71%. Keywords: Guided Inquiry, Reaction Rate, Critical Thinking Skills, Learning Outcome
Using flipped classroom approach to promote critical thinking skills on reaction rate topic
Full text linkThe research aims to determine students' critical thinking skills through the implementation of the guided inquiry laboratory learning model on the reaction rate material, including the implementation of the syntax of the guided inquiry laboratory learning model, student activities, student cognitive learning outcomes, students' critical thinking skills, and student responses. This research was carried out using a pre-experimental one-group pretest-posttest design research model at a public high school (SMA Negeri 9 Surabaya) Indonesia. The instruments used in this research were the validity sheet of the learning set, research instruments, and learning set. The data obtained were analyzed using quantitative analysis methods. Students' critical thinking skills can be trained by implementing the guided inquiry laboratory learning model. Implementing the syntax of the guided inquiry learning model in 3 meetings shows the average percentage at meetings 1, 2, and 3 with very good criteria. Relevant student activities in the learning process at meetings 1, 2, and 3 of sessions A and B are most dominant. Students' cognitive learning outcomes are classically complete. Students' critical thinking skills increased with medium and high criteria (5) Student responses to learning using a guided inquiry laboratory and practicing essential thinking skills obtained a positive response
IMPLEMENTASI MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA MATERI KESETIMBANGAN KIMIA UNTUK MELATIHKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI
Full text linkTujuan utama dari adanya penelitian ini adalah untuk mendeskripsikan efektivitas model pembelajaran inkuiri terbimbing yang dapat diketahui melalui keterlaksanaan tahapan pembelajaran inkuiri terbimbing, aktivitas peserta didik, serta hasil belajar keterampilan berpikir tingkat tinggi pada faktor-faktor yang memengaruhi kesetimbangan kimia kelas XI MIPA 3 SMAN Jogoroto Jombang. Metode penelitian yang digunakan yakni One Group Pretest-Posttest Design. Kesimpulan dari penelitian ini adalah model pembelajaran inkuiri terbimbing efektif untuk melatihkan keterampilan berpikir tingkat tinggi yang dapat diketahui berdasarkan: (1) keterlaksanaan tahapan pembelajaran inkuiri terbimbing pada pertemuan pertama sebesar 93,36% dan dan 90,74% pada pertemuan kedua (2) aktivitas dari peserta didik yang relevan memiliki persentase yang lebih besar dari pada persentase aktivitas yang tidak relevan yaitu sebesar 98,89% pada pertemuan dan 97,77% pada pertemuan kedua, dan (3) keterampilan berpikir tingkat tinggi peserta didik mengalami peningkatan sebanyak 96,4% mendapatkan hasil dengan kategori sedang dan tinggi serta ketuntasan klasikal sebesar 92,85%. Kata kunci: Inkuiri Terbimbing, Keterampilan Berpikir Tingkat Tinggi, Kesetimbangan Kimia
- …
