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WAHYONO, WAHYONO, SUCIATI SUDARISMAN, and SUTARNO SUTARNO. "Pengembangan Modul Pencemaran Lingkungan Berbasis Problem Posing Disertai Spider Concept Map untuk Memberdayakan Keterampilan Proses Sains dan Kemampuan Menganalisis Siswa SMAN 1 Sumberlawang." Bioedukasi: Jurnal Pendidikan Biologi 7, no. 2 (2014): 32. http://dx.doi.org/10.20961/bioedukasi-uns.v7i2.2936.
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<p class="5abstrak">The research and the development of the modules aims to know: 1) The characteristic of environmental pollution module based on problem posing with spider concept map; 2) The procedure of developing environmental pollution module based on problem posing with spider concept map; 3) The feasibility of environmental pollution module based on problem posing with spider concept map to empower students’ science process skills and students’ analyze abilities; and 4) Effectiveness of environmental pollution module based on problem posing with spider concept map to to empower students’ science process skills and students’ analyze abilities. The method used in the research is Research and Development (R&amp;D) modification of Borg &amp; Gall (Tim Puslitjaknov, 2008: 10-11). The subject used in preliminary field test consisting of 10 students’, the main field subject consisting of 10 students’ and opeational field subject consisting of 32 students’ SMAN 1 Sumberlawang. The instruments used in the research, mainly: questionaire, observation, interview and test. The operational field was conducted using one group pretest-postest design. Students’ science process skills and students’ analyze abilities were tested by paired sample t-test and counted by normalized gain score. The results of the research can be concluded that: 1) The characteristic of vironmental pollution module based on problem posing with spider concept map, mainly: aspect of students’ science process skills and students’ analyze abilities, science literate abilities (be able to understand, read, write and think in terms of science); 2) The development of environmental pollution module based on problem posing with spider concept map used modification Borg &amp; Gall, mainly: preliminary research, planning, developing the initial products, preliminary field test, major product revision, main field test, the operational product revision, operational field, revision of the final product, the dissemination and the implementation of the product; 3) The feasibility of environmental pollution module based on problem posing with spider concept map average obtained is 3,51 that’s “very good” categories; and 4) The environmental pollution module based on problem posing with spider concept map is effective to empowering students’ science process skills with 0,60 N-gain score that’s “middle” categories and empowering students’ analyze abilities with 0,57 N-gain score that’s “middle” categories.</p>
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Dönmez Usta, Necla, and Neslihan Ültay. "PROSPECTIVE CHEMISTRY TEACHERS’ ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE." Journal of Baltic Science Education 15, no. 1 (2016): 58–67. http://dx.doi.org/10.33225/jbse/16.15.58.
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Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers’ (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered. Key words: concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers.
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Pertiwi, Uun, Nanang Khuzaini, Beneditha Beneditha, Angeline Cristin, and Felicya Clara. "I Mind Map Application Needs Analysis to Improve Students’ Mathematical Concept Understanding Ability." Al-Hijr: Journal of Adulearn World 1, no. 4 (2022): 150–57. http://dx.doi.org/10.55849/alhijr.v1i4.68.
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The ability to understand concepts is the mastery of the material in which students recognize, know, and are able to re-express concepts in a form that is easier to understand. However, students’ conceptual understanding skills still tend to be low. So it takes teaching materials that integrate these abilities. For this reason, this study aims to analyze the need for teaching materials based on mind map applications to improve students’ conceptual understanding skills. A mind map is a mind map in the form of a diagram that visually describes ideas, concepts, information, or other things. This type of research is descriptive qualitative. The research was conducted in one of the public junior high schools in Yogyakarta. The subjects in this study were 32 students of class IXA. Data collection techniques used interviews, concept understanding ability tests, and preliminary study questionnaires. While the data analysis technique uses the Miles and Huberman model which consists of data collection, data reduction, data presentation, and drawing conclusions. The results showed that teachers had not implemented mind map-assisted learning, students’ conceptual understanding abilities tended to be low, students were interested in learning using mind map applications because students could develop ways of thinking and make them more active during learning
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Pertiwi, Uun, Nanang Khuzaini, Beneditha Beneditha, Angeline Cristin, and Felicya Clara. "I Mind Map Application Needs Analysis to Improve Students' Mathematical Concept Understanding Ability." Al-Hijr: Journal of Adulearn World 1, no. 4 (2023): 206–16. http://dx.doi.org/10.55849/alhijr.v1i4.530.
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The ability to understand concepts is the mastery of the material in which students recognize, know, and are able to re-express concepts in a form that is easier to understand. However, students' conceptual understanding skills still tend to be low. So it takes teaching materials that integrate these abilities. For this reason, this study aims to analyze the need for teaching materials based on mind map applications to improve students' conceptual understanding skills. A mind map is a mind map in the form of a diagram that visually describes ideas, concepts, information, or other things. This type of research is descriptive qualitative. The research was conducted in one of the public junior high schools in Yogyakarta. The subjects in this study were 32 students of class IXA. Data collection techniques used interviews, concept understanding ability tests, and preliminary study questionnaires. While the data analysis technique uses the Miles and Huberman model which consists of data collection, data reduction, data presentation, and drawing conclusions. The results showed that teachers had not implemented mind map-assisted learning, students' conceptual understanding abilities tended to be low, students were interested in learning using mind map applications because students could develop ways of thinking and make them more active during learning
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Chou, Pao-Nan. "Effect Of Instructor-Provided Concept Maps And Self-Directed Learning Ability On Students Online Hypermedia Learning Performance." Journal of College Teaching & Learning (TLC) 10, no. 4 (2013): 223–34. http://dx.doi.org/10.19030/tlc.v10i4.8119.
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The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group design. Two major instructional treatments were traditional and interactive concept maps embedded in the online hypertext material. One hundred twenty-six undergraduate students from a public university in the U.S. participated in the study. Student participants were segregated into two levels of self-directed learning groups. Three criterion tests, including identification, terminology, and comprehension tests, were used to measure students learning performance. Results indicated that (a) the interactive concept map was superior to the traditional concept map in facilitating students knowledge acquisition, (b) students self-directed learning abilities did not influence their learning performance, and (c) the concept mapping strategy did not increase students self-directed learning abilities.
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Irba, Tsabitamia, and Nurita Apridiana Lestari. "TECHNOLOGICAL CONTENT KNOWLEDGE (TCK) ANALYSIS IN ONLINE LEARNING ASSISTED BY C-MAP TOOLS ON STATIC ELECTRICITY." Jurnal Pendidikan Fisika 10, no. 2 (2021): 88. http://dx.doi.org/10.24114/jpf.v10i2.28515.
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The aims of the study were to determine students' abilities about Technological Content Knowledge (TCK) assisted by C-Map Tools on static electricity material. The method in this research uses assignments and filling out questionnaires. The sample used in this research is class XII IPA 1. Data were collected by average score of student response questionnaire and average of students six group for rubric assessment C-Map Tools by Suprapto, 2018. Data analysis using descriptive analysis with the average score of the student response questionnaire and the average score rubric assessment C-Map Tools. Students' abilities regarding TCK were obtained from the results of student response questionnaires which contained 3 aspects, namely display, material, and advantage. The average in these three aspects is 77.4%. Students’ skill to make concept mapping in the topic of static electricity through C-Map Tools application achieved with a 75.08% of 100% with a good category. Students are able to connect concepts to one another by using the C-Map Tools application. There is also a limitation in this research, that many students did not include focus questions on their c-map tools.
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Lavrinenko, I. Yu. "CONCEPT “MAN”: LEXICAL-AND-SEMANTIC ASPECT." ВЕСТНИК ВОРОНЕЖСКОГО ГОСУДАРСТВЕННОГО ТЕХНИЧЕСКОГО УНИВЕРСИТЕТА, no. 3(42) (December 24, 2023): 64–76. http://dx.doi.org/10.36622/mlmdr.2023.83.11.007.
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Problem statement. The article presents lexical-and-semantic analysis of the anthropological concept “MAN” in the philosophical discourse of F. Bacon. The research is aimed at revealing lexical means of verbalization of the concept “MAN” in the philosophical works of F. Bacon, determine the features of its nominative field, which belong to its nuclear and peripheral areas and to analyze frame structure of the concept. Special attention is paid to the contents of the frame “properties of man” in terms of the correlation of the intellectual, sensual and spiritual components and their basic features. The research is aimed at detailed analysis of the frame “properties of man”. Research results. The features of the nucleus of the concept “MAN” are: “sociocentricity”, “individuality”, “specificity”, “commonality”, “high moral qualities”. The near-nucleus area of the concept “MAN” is represented by the features: “category of planetary scale”, “equality”, “unity”, “integrity”. Far periphery area of the concept “MAN” is structured by the following features: “mental abilities”, “sensual and ethical abilities”, “power”, “determination”, “productivity”, “maturity and self-awareness”, “empirical abilities”. Conclusion. Nominative field of the concept ”MAN” in the philosophical discourse of F. Bacon is structured by three frames, representing features, functions and nature of man. Frame “nature of man” contains the following slots: “intellectual abilities”, “sensual abilities” and “spiritual abilities”of man. The largest number of features (positive, negative and neutral) is included in the slot “intellectual abilities” of man. Slot “sensual abilities” represents the features of “ineffectiveness” and “imperfection of nature” of the concept. Slot “spiritual abilities” contains the features of “superiority” and “priority”. The key components of the anthropological nature in the picture of the world of F. Bacon are mind and intellect.
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Zhang, Yikai, Yong Peng, Hongyu Bian, Yuan Ge, Feiwei Qin, and Wanzeng Kong. "Auto-weighted concept factorization for joint feature map and data representation learning." Journal of Intelligent & Fuzzy Systems 41, no. 1 (2021): 69–81. http://dx.doi.org/10.3233/jifs-200298.
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Concept factorization (CF) is an effective matrix factorization model which has been widely used in many applications. In CF, the linear combination of data points serves as the dictionary based on which CF can be performed in both the original feature space as well as the reproducible kernel Hilbert space (RKHS). The conventional CF treats each dimension of the feature vector equally during the data reconstruction process, which might violate the common sense that different features have different discriminative abilities and therefore contribute differently in pattern recognition. In this paper, we introduce an auto-weighting variable into the conventional CF objective function to adaptively learn the corresponding contributions of different features and propose a new model termed Auto-Weighted Concept Factorization (AWCF). In AWCF, on one hand, the feature importance can be quantitatively measured by the auto-weighting variable in which the features with better discriminative abilities are assigned larger weights; on the other hand, we can obtain more efficient data representation to depict its semantic information. The detailed optimization procedure to AWCF objective function is derived whose complexity and convergence are also analyzed. Experiments are conducted on both synthetic and representative benchmark data sets and the clustering results demonstrate the effectiveness of AWCF in comparison with some related models.
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Azizah, Nurlia, Masganti Sitorus, and Reflina. "The Influence Of Concept Map And Mind Mapping On Students' Concept Understanding And Mathematical Reasoning Ability." Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran 2, no. 2 (2023): 97–108. http://dx.doi.org/10.58432/mahir.v2i2.873.
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This study aims to find out whether there is an influence on the ability to understand concepts and mathematical reasoning of students who are taught with Concept Maps and Mind Mapping in class VIII MTs Daar al-Uluum Asahan Modern Islamic Boarding School in the 2021-2022 Academic Year Range. This research is a quantitative research with a quasi-experimental research type. The population is all class VIII students of MTs Modern Daar al-Uluum Asahan Islamic Boarding School for the 2021-2022 Academic Year Range, consisting of 2 classes and a total of 60 students, who were also sampled in this study. The test instrument used to determine students' ability to understand concepts and mathematical reasoning is in the form of a description. Data analysis was carried out by analysis of variance (ANAVA). The results of these findings showed: 1). The ability to understand concepts of students who were taught using the Concept Map was better than students who were taught with Mind Mapping in the material of Number Patterns in class VIII; 2). The mathematical reasoning ability of students who were taught by using Concept Map was no better than students who were taught by Mind Mapping on Number Pattern material in grade VIII; 3). The ability to understand concepts and mathematical reasoning of students who were taught by using the Concept Map was better than students who were taught by Mind Mapping in the material of Number Patterns in class VIII; 4). There is a significant interaction between the learning methods used and the ability to understand concepts and students' mathematical reasoning in the matter of number patterns. The conclusion in this study explains that students' conceptual comprehension and mathematical reasoning abilities are more appropriate to be taught with concept maps than mind maps.
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Jatmiko, Agus, Yesilia Kartina, Irwandani Irwandani, Jamal Fakhri, Agitha Pricilia, and Titik Rahayu. "Reading Concept Map-Think Pair Share (Remap-TPS) Learning Model on Cognitive Ability and Scientific Attitude." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 2 (2018): 183. http://dx.doi.org/10.24042/tadris.v3i2.3184.
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The recent integration of learning models in the learning process has become the focus of science education experts, especially in Indonesia, such as the adoption of the Reading-Concept Map Think Pair Share (Remap TPS) learning model. This study aims to improve the students’ cognitive abilities, and scientific attitudes through the Reading-Concept Map Think Pair Share model. The study was conducted to junior high school students by employing Quasi-experimental with Non-equivalent Control Group Design. The instruments used were multiple choice tests and observation sheets. The result of the research shows that the students’ cognitive ability is in the medium category with an N-gain value of 0.47. Based on this result, it can be concluded that the Remap TPS learning influences the students’ cognitive ability. The obtained average percentage score of the students’ scientific attitudes is 81.76% which belongs to the very good category. Thus, it can be concluded that this study provides important implications for educators to be more creative in designing learning models in order to improve the students’ cognitive abilities and scientific attitudes.
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Лавриненко, И. Ю. "I.Yu. Lavrinenko." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 3(59) (October 2, 2023): 87–102. http://dx.doi.org/10.36622/vstu.2023.13.89.007.
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Постановка задачи. В статье представлены результаты лексико-семантического анализа антропологического концепта“MAN” в философском дискурсе Ф. Бэкона. В процессе исследования была поставлена задача выявить лексические репрезентанты концепта “MAN в философских произведениях Ф. Бэкона, определить признаки его номинативного поля, обозначить признаки, относящиеся в его ядерным и периферийным областям, а также провести анализ фреймовой структуры концепта “MAN”, в частности, фрейма «свойства человека» в ракурсе соотношения интеллектуального, чувственного и духовного компонентов, определить их базовые признаки. В ходе исследования подробно рассматривается структура фрейма «свойства человека». Результаты исследования. В результате исследования было определено, что признаками ядерной части концепта “MAN” выступают: «социоцентричность», «индивидуальность», «специфичность», «общность», «обладание моральными качествами высокого порядка». К околоядерной области концепта относятся признаки: «категория планетарного масштаба», «равенство», «единство», «целостность». К признакам, структурирующим область дальней периферии концепта, относятся: «умственные способности», “чувственные и этические способности”, “сила”, “целенаправленность ”, “работоспособность”, “зрелость, самосознание, “эмпирические способности”. Выводы. Номинативное поле концепта «MAN» в философском дискурсе Ф. Бэкона структурировано тремя фреймами, передающими свойства, функции и сущность человека. Фрейм «сущность человека» содержит слоты: «интеллектуальные способности», «чувственные способности» и «духовные способности» человека. Наибольшим количеством признаков представлен слот «интеллектуальные способности» человека, в нем представлены мелиоративно-, пейоративно-маркированные и нейтральные признаки. Слот «чувственные способности» в составе концепта «MAN» инкорпорирует признаки «необъективность», «несовершенство», слот «духовные способности»характеризуются признаками «превосходство», «первостепенность». В картине мира Ф. Бэкона ключевыми компонентами антропологический составляющей выступают разум и интеллект. Problem statement. The article presents lexical-and-semantic analysis of the anthropological concept “MAN” in the philosophical discourse of F. Bacon. The research is aimed at revealing lexical means of verbalization of the concept “MAN” in the philosophical works of F. Bacon, determine the features of its nominative field, which belong to its nuclear and peripheral areas and to analyze frame structure of the concept. Special attention is paid to the contents of the frame “properties of man” in terms of the correlation of the intellectual, sensual and spiritual components and their basic features. The research is aimed at detailed analysis of the frame “properties of man”. Research results. The features of the nucleus of the concept “MAN” are: “sociocentricity”, “individuality”, “specificity”, “commonality”, “high moral qualities”. The near-nucleus area of the concept “MAN” is represented by the features: “category of planetary scale”, “equality”, “unity”, “integrity”. Far periphery area of the concept “MAN” is structured by the following features: “mental abilities”, “sensual and ethical abilities”, “power”, “determination”, “productivity”, “maturity and self-awareness”, “empirical abilities”. Conclusion. Nominative field of the concept ”MAN” in the philosophical discourse of F. Bacon is structured by three frames, representing features, functions and nature of man. Frame “nature of man” contains the following slots: “intellectual abilities”, “sensual abilities” and “spiritual abilities”of man. The largest number of features (positive, negative and neutral) is included in the slot “intellectual abilities” of man. Slot “sensual abilities” represents the features of “ineffectiveness” and “imperfection of nature” of the concept. Slot “spiritual abilities” contains the features of “superiority” and “priority”. The key components of the anthropological nature in the picture of the world of F. Bacon are mind and intellect.
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Rizcha Tasliya, Eldina Fatimah, and Muksin Umar. "INVESTIGATING THE IMPACT OF STORY MAPS IN DEVELOPING STUDENTS' SPATIAL ABILITIES ON HYDROMETEOROLOGICAL DISASTERS FOR E-PORTFOLIO ASSIGNMENTS." International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) 2, no. 9 (2023): 459–75. http://dx.doi.org/10.54443/ijset.v2i9.200.
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The government of Indonesia has issued a self-study curriculum for colleges based on the principles of the Fourth Industrial Revolution in the digital age. The new rule recommends an online portfolio as a tool for measuring the success of educational programs. Students at Syiah Kuala University (USK) utilized Story Map electronic portfolios to hone their spatial skills in the General Compulsory Course on Disaster and Environmental Knowledge. This study aims to improve upon the concept of the Story Map and use it as a component of students' electronic portfolios in order to evaluate their capacity to plan for and respond to hydrometeorological disasters. The concept of the Story Map is created as a digital portfolio project, beginning with secondary materials including literature studies, raster and vector data from ESRI and Mapbox. The ability to perceive spatial relationships is measured by collecting primary data in the form of a questionnaire. The findings of a F (Simultaneous) statistical test for testing hypotheses are as follows: With Fcount > Ftable = 228.338 > 3.34, we get a value of F = 0.000<0.05. Both e-portfolios and narrative maps impact students' spatial abilities in relation to hydrometeorological disasters, as shown by the F test scores. T-tests for multiple variables Students' spatial intelligence is affected by the narrative map (X1) in the proportion of 4.746 > Tcount > Ttable. 2.048. The e-portfolio variable (X2) has a positive effect on students' spatial abilities (Y), with a value of Tcount > Ttable, or 14.063 > 2.048..
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Ulin, Meri Pinta, and Karya Sinulingga. "EFFECTS OF LEARNING GUIDED DISCOVERY USING MAP CONCEPT OF PROCESS SKILLS AND ABILITIES COGNITIVE SCIENCE PHYSICS STUDENTS SMA." Jurnal Pendidikan Fisika 4, no. 2 (2015): 41. http://dx.doi.org/10.22611/jpf.v4i2.3237.
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The purpose of this study were to analyze science process skill and physics cognitive competence taught of students by guided discovery learning by using the concept maps or taught by conventional learning. The research type was quasi experiment with the two group pre-test and post test design, and the population of this study was all students class X semester II at senior high school 1 Pancur Batu. The research sample was taken by simple random sampling technique consist of two class, theyare the experimental class taught by the guided discovery learning by using the concept maps and the control class taught by the conventional learning. The data of this research was taken using observation sheet to see the science process skill of students and multiple choice test to see the students’ physics cognitive competence. The result showed that the average value of science process skills of students in the experimental class is 69.26, while in the control class 47.72 and cognitive competence taught of students' physics class experiment was 81.33, while in the control class 75.50. The results of this research indicated that science process skill of students on and physics cognitive competence taught by the guided discovery learning by using the concept maps was better than taught by the conventional learning.
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Marsitin, Retno, and Nyamik Rahayu Sesanti. "Improving Mathematical Connection Ability Through Discovery Link Map." Jurnal Pendidikan dan Pembelajaran 1, no. 1 (2021): 1–6. http://dx.doi.org/10.62388/jpdp.v1i1.2.
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This study aims to analyze the improvement of students' mathematical connection skills through the application of discovery link maps. This research is a quantitative descriptive study. Research with integral material. Data collection includes observations, questionnaires, and tests which are then analyzed descriptively. The results showed that the implementation of discovery link map learning can improve students' mathematical connection abilities. Students' connection skills in remembering mathematical concepts and linking mathematical concepts better through discovery link maps
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Song, Ge, Xi Tang, and Feng Zhu. "From Physical Campus Space to a Full-view Figure: University Atlas Compiling Based on ‘Information Design’ Concept." Proceedings of the ICA 1 (May 16, 2018): 1–7. http://dx.doi.org/10.5194/ica-proc-1-103-2018.
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Traditional university maps, taking campus as the principal body, mainly realize the abilities of space localization and navigation. They don’t take full advantage of map, such as multi-scale representations and thematic geo-graphical information visualization. And their inherent propaganda functions have not been entirely developed. Therefore, we tried to take East China Normal University (ECNU) located in Shanghai as an example, and integrated various information related to university propaganda need (like spatial patterns, history and culture, landscape ecology, disciplinary constructions, cooperation, social services, development plans and so on). We adopted the frontier knowledge of ‘information design’ as well as kinds of information graphics and visualization solutions. As a result, we designed and compiled a prototype atlas of ‘ECNU Impression’ to provide a series of views of ECNU, which practiced a new model of ‘narrative campus map’. This innovative propaganda product serves as a supplement to typical shows with official authority, data maturity, scientificity, dimension diversity, and timing integrity. The university atlas will become a usable media for university overall figure shaping.
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SALLEH, SITI SALWA, WAN ARYATI WAN GHANI, JULIANA HAMKA KAMARODIN, and SUZANA BAHARUDDIN. "CONCEPT MAP IMPLEMENTATION STRATEGIES IN TEACHING AND LEARNING: A CASE STUDY OF BIOLOGY SUBJECT." BORNEO AKADEMIKA 5, no. 2 (2021): 1–12. http://dx.doi.org/10.24191/ba/v5i2/82255.
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Biology is a remarkably complex subject. It takes imagining, memorising and remembering facts, concepts, and processes. Students perceive Biology as a challenging and an unexciting subject. Apart from that, it is difficult to develop skills in visualisation and imagination while trying to grow the students’ reason and judgment. A comprehensive method to facilitate memorisation is required to tackle this issue. One of the approaches is by implementing a concept map (CM) in multimedia courseware as the teaching module. CM represents knowledge and facts in a visual and graphical form. With a proper design and development, CM helps assist students in their learning process. This paper describes the design and development process of multimedia teaching and learning prototype that applies CM for teaching biology. The objectives of this research are to propose a CM approach as well as to evaluate its effectiveness from end users’ point of view, particularly biology subjects taught in secondary school Form Five syllabus. A standard model in multimedia application development known as ADDIE is applied in this research. Two experiments were conducted to evaluate the prototype application in which effectiveness and usability parameters are being measured. The result demonstrates 86% of the respondents perceived the tools as relatively useful, and both the pre-test and post-test revealed steady improvement in learning abilities. Therefore, this prototype is developed to better aid the process of teaching and learning of Biology
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Piyathilaka, Lasitha, and Sarath Kodagoda. "Learning Hidden Human Context in 3D Office Scenes by Mapping Affordances Through Virtual Humans." Unmanned Systems 03, no. 04 (2015): 299–310. http://dx.doi.org/10.1142/s2301385015400063.
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Ability to learn human context in an environment could be one of the most desired fundamental abilities that a robot should have when sharing a workspace with human co-workers. Arguably, a robot with appropriate human context awareness could lead to a better human–robot interaction. In this paper, we address the problem of learning human context in an office environment by only using 3D point cloud data. Our approach is based on the concept of affordance-map, which involves mapping latent human actions in a given environment by looking at geometric features of the environment. This enables us to learn the human context in the environment without observing real human behaviors which themselves are a nontrivial task to detect. Once learned, affordance-map allows us to assign an affordance cost value for each grid location of the map. These cost maps are later used to develop an active object search strategy and to develop a context-aware global path planning strategy.
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Zulpykharova, M. M., G. T. Sadvakas, and M. Zh Sultanbek. "THEORETICAL ASPECTS OF THE CONCEPT OF «ACADEMIC GIFTEDNESS»." BULLETIN Series of Pedagogical Sciences 68, no. 4 (2020): 31–41. http://dx.doi.org/10.51889/2020-4.1728-5496.05.
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The article describes the genesis of the concept of «academic giftedness», features of its development. Philosophical categories of «academic giftedness»: intellect; act; ability; way of thoughts and praise; wisdom; differences in people; top ideas; monads; diads; triads of reasoning; creative activity; «vegetativeness»; «emotional»; «rational»; perfect happiness, dianoetic virtue; multiplicity (duality) of the thinker; internal development; generation dynamics; the scientific concepts of self-developing and atemporal existence are analyzed. There are also categories of psychological education: excellent mastery; ability to read; innate qualities; individual conglomerate of specific relationships; high intelligence; quick thinking; creativity; talent; the concepts of units (behavior) are described. The article states that the upper limit of intellectual cognitive development; deep knowledge; high level of activity aimed at achieving extraordinary results; special abilities for disciplines and activities; The concept of high propensity to understand the subject content is described education as a component of the content of «academic giftedness». The article analyzes the diagnostic work. The purpose, tasks of the experiment, the algorithm of its organization are offered. The experiment was carried out on the basis of the method of A.Savenkov «Giftedness Map» for students of «6B01301-primary education programs» The survey identifies student's «academic giftedness» in the fields of ICT, music, multilingualism, business innovation, and presents the results. Scientific and methodical recommendations are prepared.
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Sukarelawan, Moh Irma, Sriyanto, Miftakhatun Sa’adah, Jimmy Jupri, Fitri Nur Hikmah, and Eko Nursulistiyo. "Is it True That My Students don't Understand the Static Fluid Concepts? Rasch Modeling Perspective." Jurnal Pendidikan dan Pengajaran 57, no. 1 (2024): 127–38. http://dx.doi.org/10.23887/jpp.v57i1.57883.
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Students' conceptual understanding can be analysed using the Classical Test Theory (CTT) and Item Response Theory (IRT) approaches. CTT can only explain students' conceptual understanding at the group level, while IRT can at the individual level. Therefore, this research evaluates students' conceptual understanding using the Rasch model. This research used a survey research type and was carried out in class XI. Students' conceptual understanding was collected using 10 multiple-choice questions on static fluid material. The level of concept understanding was analyzed in stages using Rasch modelling. Understanding analysis begins by analyzing the difficulty level of the questions and then continues with descriptive analysis. The Wright map is used to see the hierarchy between students' understanding of concepts and the difficulty level of the questions used. Finally, a person diagnostic map will be used to see students' understanding of concepts in detail. The analysis results show that students' conceptual understanding is generally in the high and medium categories. Person diagnostic maps have identified patterns of correct and incorrect answers from students that do not reflect their true abilities. So, it is necessary to analyze the exact location of the weaknesses and strengths of students' conceptual understanding. This has implications for the suitability of the learning plan that the teacher will use.
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Rawlings, Lesli M. "Creating an Interactive Web Map." International Journal of Applied Geospatial Research 6, no. 4 (2015): 110–25. http://dx.doi.org/10.4018/ijagr.2015100106.
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Service-learning is a form of experiential learning that integrates curriculum objectives to address needs in the community. It also provides students with an opportunity to apply geospatial technology concepts in a real-world setting. This paper describes a service-learning project requiring students to create an interactive Google Map depicting historic buildings and artwork for the City of Wayne, Nebraska. Students create maps by using handheld GPS receivers and editing HTML and JavaScript. The objectives of this project align with several building blocks and critical work functions in the Geospatial Technology Competency Model (GTCM). This model, developed in 2010 by the U.S. Department of Labor, attempts to identify the knowledge and abilities needed in the geospatial industry workforce. In addition the methods, assessment, and challenges for developing and executing this project are described.
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Rosyadi, Alfiani Athma Putri, Yus M. Cholily, Dini Okta Amelia, and Shilviana Dwi Fitdyawati. "Analysis of students' writing ability using concept maps based on Dienes’ theory." Research and Development in Education (RaDEn) 5, no. 1 (2025): 183–94. https://doi.org/10.22219/raden.v5i1.39430.
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As one of the important aspects in learning, both written and oral, communication is obtained from how students express their ideas. One of them is by using a concept map that is compiled using relevant theoretical references. Dienes’ theory can connect students' ideas with other appropriate concepts and theories. The purpose of this study was to describe the process of students' written communication using concept maps and based on Dienes’ theory. This descriptive qualitative study used instruments in the form of test sheets and interviews. The results of the study showed that students' written communication based on the aspect of mathematical communication using concept maps was in the high category. This shows very good abilities in various aspects, including clarity of delivery, completeness of solution, use of mathematical models, interpretation of results, and mathematical communication. However, the results of the analysis of students' answers from the low category showed that their mathematical communication skills needed improvement in the aspect of conveying ideas. Suggestions for further research are to bring up aspects of conveying ideas that can be combined with open-ended questions. In addition, the steps of Dienes’ theory can be combined with problem-based learning that brings up the process of communicating students' ideas in writing and orally.
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Najma Ulya and Hasanuddin Hasanuddin. "Penggunaan Geogebra untuk Meningkatkan Pemahaman Konsep Kesebangunan : Analisis Bibliometrik." Bilangan : Jurnal Ilmiah Matematika, Kebumian dan Angkasa 3, no. 3 (2025): 18–31. https://doi.org/10.62383/bilangan.v3i3.492.
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This study aims to analyze the trends and development of research related to the use of Geogebra in improving the understanding of the concept of revival with a bibliometric approach. Data was collected from the Google Scholar database using the Publish or Perish (PoP) application in the 2020-2025 time span. The initial identification results found 393 documents, which were then filtered to obtain 11 documents worthy of analysis. The analysis was conducted with the help of VOSviewer software to map keywords, annual trends, and research topic density. The results showed that the number of publications increased significantly since 2021, with peaks in 2022 and 2023. Network, overlay, and density visualizations show that the topic of Geogebra usage is growing and diversifying, with a focus on interactive learning models, student abilities, and visual understanding of the concept of congruence. This research makes an important contribution to literature mapping and opens up opportunities for further research in the field of mathematics education technology.
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Furaida. "Konsep Diri dan Hasil Belajar Siswa MAN 1 ACEH TIMUR." Al-Ikhtibar: Jurnal Ilmu Pendidikan 8, no. 1 (2021): 38–45. http://dx.doi.org/10.32505/ikhtibar.v8i1.623.
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The self-concept is the center of personality which is a real picture of a person's self, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This is related to one's ability to use cognitive abilities according to optimal potential. So, self-concept with learning outcomes are related to each other, a close relationship and useful in achieving success. Likewise, students of MAN 1 Aceh Timur who have a positive self-concept will be successful in participating in teaching and learning activities and in their lives. Self-concept is the center of personality which is a real picture of a person, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This relates to a person's ability to use cognitive abilities in accordance with optimal potential. For that, it takes motivation and support from parents, family, and the environment so that students have a positive self-concept in seeing themselves. High self-confidence can increase self-confidence in learning, consequently increasing student learning outcomes. Belief in one's ability to pursue every process in teaching and learning activities is an advantage and a necessity in the world of education. With hope, students who have a positive self-concept will be more successful in pursuing the long path of education and also in post-education life.
 
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Widari Yolanda Putri and Yensharti Yensharti. "Upaya Meningkatkan Hasil Belajar Siswa dengan Menggunakan Peta Konsep dalam Pembelajaran Seni Tari di Kelas X MIPA 3 SMA N 2 Padang Panjang." Filosofi : Publikasi Ilmu Komunikasi, Desain, Seni Budaya 2, no. 1 (2025): 155–64. https://doi.org/10.62383/filosofi.v2i1.505.
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This study aims to describe the use of Concept Mapping and the application of concept maps in improving students' mastery of dance learning at SMA N 2 Padang Panjang. The type of research is Classroom Action Research (PTK) concept mapping method which is carried out in 2 cycles. This research instrument is in the form of observation sheets and practice tests. Data were collected through literature studies, observations, interviews, standardized tests and documentation. The data was analyzed using the percentage formula. The results of the study show that the use of the concept mapping method can improve students' thinking skills in learning cultural arts (dance), namely the concept and variety of Minangkabau traditional dances at SMA N 2 Padang Panjang. Students' abilities increase because they are given actions and are given repeated exercises in the learning process. The use of the concept map method in learning dance art is able to trigger students' enthusiasm and activeness in learning process activities. This can be seen from the increase in student learning activities from each meeting and from the test results of each cycle. The results obtained in the first cycle the average class obtained was 58.8% with poor criteria, at the end of the second cycle, the average class also increased where the results obtained were 70.3%, with good criteria. The increase from cycle I to cycle II was 11.5%.
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Mudzakir, Ahmad, Hernani -, Auliya Afifah, and Sakhiyyah Afifah. "Design of a Teaching-Learning Sequence and Its Effect on Self-Efficacy and Perceptions of Prospective Chemistry Teacher Students: An Educational Reconstruction Study of Fire-Retardant Bamboo." Asia Pacific Journal of Educators and Education 37, no. 2 (2022): 85–106. http://dx.doi.org/10.21315/apjee2022.37.2.5.
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This research was conducted to reconstruct the sustainability-oriented learning stages’ design on fire-retardant bamboo and its effect on self-efficacy and perceptions of prospective chemistry teacher students. This study uses mix method with Exploratory Sequential Design, which is guided by the Model of Educational Reconstruction (MER) with the following stages: (1) content structure analysis, (2) research on students’ pre-conceptions, and (3) learning design development. The instruments used were text analysis sheets, interview guidelines, validation sheets for the design of the learning stages, and questionnaires on student self-efficacy and perceptions. The topic used to develop the learning stages is the concept of ionic liquids as fire-retardant agents. The research data are scientific conceptions related to learning issues and chemical ideas. In addition, students’ pre-conceptions regarding learning topics were obtained, followed by results validating the design of learning stages as well as the ability of students’ perceptions and selfefficacy. The scientist’s conception was analysed using the content qualitative analysis method, resulting in a concept map. The result of students’ pre-conception on fire-retardant bamboo interview showed that the topic was new to the students. The percentage of students’ self-efficacy abilities increased to 88.9%, which is in the excellent category. The students’ perceptual abilities rate increased to 92.8%, which is in the agreed category. Thus, the design of sustainabilityoriented learning stages on fire-retardant bamboo can increase the self-efficacy and perceptions of prospective chemistry teacher students. The design of the learning stages can help prospective teacher students integrate chemical concepts with technological engineering in learning. Using sustainable materials in the learning stages can foster sustainability literacy in students and support the creation of sustainability-oriented education in the higher education environment
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Aini, Hidayatul, Sutrio Sutrio, and Aris Doyan. "PENGARUH MODEL PEMBELAJARAN PEROLEHAN KONSEP BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN PEMAHAMAN KONSEP FISIKA PESERTA DIDIK KELAS XI MIA MAN 1 MATARAM." ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika 6, no. 1 (2020): 188. http://dx.doi.org/10.31764/orbita.v6i1.1629.
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ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran perolehan konsep berbasis masalah terhadap kemampuan pemecahan masalah dan pemahaman konsep fisika peserta didik kelas XI MIA MAN 1 Mataram. Penelitian ini merupakan penelitian quasi experiment dengan desain penelitian non-equivalent control group design. Subjek dari penelitian ini adalah peserta didik kelas XI MIA 1 sebanyak 37 peserta didik sebagai kelas eksperimen dan kelas XI MIA 2 sebanyak 38 peserta didik sebagai kelas kontrol. Kelas eksperimen diberi perlakuan berupa model pembelajaran perolehan konsep berbasis masalah sedangkan kelas kontrol diberi perlakuan berupa pembelajaran konvensional. Tes uraian digunakan untuk mengukur kemampuan pemecahan masalah fisika peserta didik berjumlah 5 butir soal dan tes pilihan ganda untuk mengukur pemahaman konsep fisika peserta didik sebanyak 10 butir soal yang sudah diuji validitas, reliabilitas, daya pembeda dan tingkat kesukarannya. Hipotesis penelitian diuji menggunakan uji MANOVA. Hasil uji hipotesis menunjukkan nilai signifikansi sebesar 0,00. Taraf signifikan yang digunakan ialah 0,05 maka dapat dikatakan 0,00 < 0,05 yang artinya bahwa H0 ditolak dan Ha diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran perolehan konsep berbasis masalah terhadap kemampuan pemecahan masalah dan pemahaman konsep fisika peserta didik kelas XI MIA MAN1 Mataram. Kata kunci: model pembelajaran perolehan konsep berbasis masalah; kemampuan pemecahan masalah; pemahaman konsep. ABSTRACTThis study aims to determine the effect of the learning model of problem-based concept acquisition on problem solving abilities and understanding of physics concepts of students of class XI MIA MAN 1 Mataram. This research is a quasi-experimental with a non-equivalent control group design. The subjects of this study were 37 XI MIA 1 students as experimental class and 38 MIA 2 XI students as control class. The experimental class given treatment problem-based concept learning model while the control class given treatment conventional learning. Description test is used to measure the students 'physical problem-solving abilities totaling 5 items and multiple choice tests to measure students' understanding of physics concepts by 10 items that have been tested for validity, reliability, distinguishing power and degree of difficulty. The research hypothesis was tested using the MANOVA test. The results of the hypothesis test showed a significance value of 0.00. Significant level used is 0.05, it can be said to be 0.00 <0.05, which means that H0 is rejected and Ha accepted, so can be concluded that there are significant acquisition of concept-based learning model on problem solving skills and understanding of physics concepts of students of class XI MIA MAN 1 Mataram. Keywords: concept attainment learning model of problem based; problem solving abilities; understanding concept
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Koishebayeva, Z., and G. Zhussupbekova. "Formation of research skills of younger students in the learning process «World cognition»." Pedagogy and Psychology 45, no. 4 (2020): 184–94. http://dx.doi.org/10.51889/2020-4.2077-6861.23.
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This article is devoted to the formation of research skills and abilities of younger students in the process of teaching the subject «Knowledge of the world». The research is based on the ideas and views of foreign and domestic scientists. The essence of the concepts «research activity» and «research skills»is defined. The main emphasis is based on the features and specifics of the development of research skills of primary school students. The authors consider the research skills of primary school children through the prism of interrelated conceptual categories: «research», «skills and abilities», «research activity». Describes some aspects of the organization of the educational process and indicates the need for pedagogical influence on the process and content of research activities, which determines the formation of younger students research skills. The authors propose a technological map of an optional lesson on the formation of research skills and abilities for primary school students.
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Qomari, Nur, Khairul Mizan, Fatimatuz Zahro, Bakri Mohammed Bakheet Ahmed, and Khusnul Khotimah. "Evaluation of Concept Maps Strategy in Learning al-Qowa’id al-Nahwiyyah l Taqwim Istiratijiyyah Kharaith al-Mafahim fi Ta’lim al-Qawa’id al-Nahwiyyah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 16, no. 1 (2024): 125. http://dx.doi.org/10.24042/albayan.v16i1.19286.
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Learning al-Qowa’id al-Nahwiyyah required an effective approach. The study evaluated use of concept maps strategy in teaching al-Qowa’id al-Nahwiyyah at Al-Hidayah Islamic boarding school in Karang Ploso and compared its effectiveness with lecture method. The approach employed both qualitative and quantitative methods. Data were collected through observation, interviews, questionnaires, and documentation. Qualitative data were analyzed using Sugiyono's model, while quantitative data were analyzed using SPSS 25. The research findings indicated that the utilization of concept maps strategy at Al-Hidayah Islamic boarding school was carried out through several steps, including Introduction of Material, mind map creation, Group Discussion, and Practice. The students perceived that the concept mapping strategy could help organize information effectively, as evidenced by the average satisfaction questionnaire score of 83.4%. Although the use of concept maps was favored by the students, this strategy did not show a significant difference compared to the lecture method, with only a slight average score difference of 1.07. The average score for the concept maps strategy was 85.25, while for the lecture method it was 84.18. As the analysis results using SPSS indicated a significance value (2-tailed) of 0.612 > 0.05 and t value (0.510) < t table (2.042), it was understood that the concept maps strategy did not have a significant difference compared to the lecture method in teaching al-Qowa’id al-Nahwiyyah. Therefore, teaching al-Qowa’id al-Nahwiyyah using the concept maps strategy was not more effective compared to the lecture method as both could equally enhance students' abilities optimally.
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Harta, Johnsen, Novena Tesalonika Rasuh, and Angela Seriang. "Using HOTS-Based Chemistry National Exam Questions to Map the Analytical Abilities of Senior High School Students." Journal of Science Learning 3, no. 3 (2020): 143–48. http://dx.doi.org/10.17509/jsl.v3i3.22387.
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High Order Thinking Skills (HOTS) are a significant part of the implementation of the 2013 Curriculum to develop student competencies in the 21st century. Not only in the context of learning are HOTS considered important. They contribute to the National Examination held in Indonesia, so careful preparation for this exam is needed. Chemistry has basic concepts that require students to search and find facts, understand concepts, apply them procedurally, and analyze deeply. This study aims to map the analysis ability of students in Yogyakarta in working on HOTS-based chemistry national exam questions. This research is a quantitative-qualitative descriptive study with XII year students at a senior high school in Yogyakarta. The instruments used in this study were HOTS essay questions, interview sheets, and questionnaire sheets, analyzed with the Rasch Model. The results show that the students' analysis ability was still relatively low, with person reliability values of 0.56 and 0.39, and a Cronbach's alpha of 0.78. The quality of the HOTS questions was very good, with item reliability 0.97 and 0.95. Not many students in the two senior high schools have good analysis ability, so students must be better trained to optimize their potential in HOTS-based chemistry learning.
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Smith, James J., Kendra Spence Cheruvelil, and Stacie Auvenshine. "Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course." CBE—Life Sciences Education 12, no. 3 (2013): 542–52. http://dx.doi.org/10.1187/cbe.11-08-0066.
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Phylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is “better”; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor–descendant relationships. A pre–post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam's razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor–descendant relationships.
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Bunyamin, Bunyamin, Boyke Persijn Myro, and Wiyarni Wiyarni. "Worker Commodification and Human Resource Strategies in GIG Economy Era (Case Study in AMEG.TV, Malang, East Java, Indonesia)." International Journal of Social Science And Human Research 05, no. 08 (2022): 3465–71. https://doi.org/10.5281/zenodo.6969060.
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Human resources are company assets that must be managed and developed, because indirectly workers can affect the quality of company performance. The process of worker commodification is a form of company in utilizing the skills and abilities of workers to get the maximum benefit. This research uses a qualitative approach with a case study method. This research reveals that the concept of media convergence adopted by Arema Media Group has an impact on the management of the company under its coverage. In one of the Arema Media group companies, Ameg.tv, there is a practice of commodification of workers in the form of additional working hours, double duty, chasing targets, and adaptation. Ameg.tv in human resource management in the GIG Economy era must understand the characteristics of employees in order to map the positions, duties, and responsibilities of employees to achieve Ameg.tv targets in facing the challenges of media convergence.
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Et.al, Faiezi Zuber. "Total Defence in National Defence Policy: Case Study of Territorial Army Analysis of Problems and the Effects on MAF Readiness." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 2447–59. http://dx.doi.org/10.17762/turcomat.v12i3.1237.
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The development of Territorial Army (TA) since 1900 has raised question on the TA’s ability to help the permanent teams (MAF and MA) in defending the nation’s safety. TA is one of the security team sources of energy under the Total Defence concept introduced in 1986. However, with numerous issues faced, TA’s ability is questioned about the problems this organization are facing. The objectives of this writing are to see the problems faced by TA and the effects on MAF and MA’s abilities and readiness in defending the nation’s safety. Besides that, this writing also does an overall analysis on the problems faced by TA and the effects on MAF and MA’s abilities. This writing uses primary and official resources and strengthened with secondary information resources.
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Yang, Liu, Wenfeng Tang, Nana Chen, and Qimiao Hou. "Exploration of “Evidence-Based” Learning Model in Large-Unit Primary School Science." Scientific and Social Research 6, no. 12 (2025): 250–55. https://doi.org/10.26689/ssr.v6i12.9273.
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In order to better cultivate students’ innovative abilities to meet future challenges and promote teachers to continuously advance curriculum and teaching method reforms, this paper proposes a new model of “evidence-based” learning in large-unit primary school science, which encourages students to think and explore like scientists. This model includes “puzzle-based” evidence collection to map the biological comprehensive spectrum, observe and discover biological characteristics, and strengthen inductive and deductive thinking, “ladder-based” evidence collection to explore the laws of the material world and develop abstract logical thinking, and “spiral-based” evidence collection to create universe simulation models and explore the mysteries of the unknown world, enhancing innovative transfer thinking. Such learning is conducive to forming preliminary philosophical concepts in primary school students and fundamentally promoting the development of students’ scientific inquiry and practical abilities, thereby implementing core literacy.
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Gao, Wei, and Tianwei Xu. "Stability Analysis of Learning Algorithms for Ontology Similarity Computation." Abstract and Applied Analysis 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/174802.
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Ontology, as a useful tool, is widely applied in lots of areas such as social science, computer science, and medical science. Ontology concept similarity calculation is the key part of the algorithms in these applications. A recent approach is to make use of similarity between vertices on ontology graphs. It is, instead of pairwise computations, based on a function that maps the vertex set of an ontology graph to real numbers. In order to obtain this, the ranking learning problem plays an important and essential role, especiallyk-partite ranking algorithm, which is suitable for solving some ontology problems. A ranking function is usually used to map the vertices of an ontology graph to numbers and assign ranks of the vertices through their scores. Through studying a training sample, such a function can be learned. It contains a subset of vertices of the ontology graph. A good ranking function means small ranking mistakes and good stability. For ranking algorithms, which are in a well-stable state, we study generalization bounds via some concepts of algorithmic stability. We also find that kernel-based ranking algorithms stated as regularization schemes in reproducing kernel Hilbert spaces satisfy stability conditions and have great generalization abilities.
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Makaracı, Yücel, and Erhan Devrilmez. "Development and validation of nutrition knowledge test for high school students using a novel study design: A Rasch analysis." Revista Española de Nutrición Humana y Dietética 26, no. 1 (2022): 72–82. http://dx.doi.org/10.14306/renhyd.26.1.1486.
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Introduction: The creation of a high-quality, valid, and reliable knowledge test for high school students will contribute to establishing dietary programs more conscious, for individuals and society. The aim of the study is to develop a valid and reliable nutrition knowledge test for high school students. Methodology: Data were collected from 346 high school students age from 14 to 18 years. Rasch modelling was used for validating the test. The expert group followed a five-step test developing process and developed 22 multiple-choice items. Results: Findings indicated that 20 of 22 test items showed high internal consistency and reliability for both test items and person participating in this study. The wright map indicated a well distributed item difficulties and relatively good person abilities. Conclusions: It is thought that the study findings obtained through the Rasch modelling and the knowledge test created will be a guiding tool in respect of multidimensionality, validity, and reliability for the concept, such as nutrition which is crucial in human life.
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Tauriņa, Žanete. "Latviešu valodas kompetences pilnveide Latvijas darba un studiju vidē." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 188–203. http://dx.doi.org/10.37384/va.2022.17.18.188.
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Educational processes in contemporary Europe need to be seen in a multifaceted way, in the context of the cultural diversity of society, people’s economic and social rights, human rights, equality and gender equality. Education today is not only about teaching and learning, but also about lifelong learning, mobility, integration, further education, self-assessment and other areas. A new learning culture, which requires the development and improvement of new competences, has emerged outside formal and non-formal education. A learning culture in the modern sense means that learning is self-organised, empowering, competence-centred and designed for the broad development of competences. Summarizing and analysing the research and available international documents on the trends of educational development in the 21st century, as well as on the understanding of the concept of competences, observation and self-assessment of competences, competences should be perceived as the basis of independent thinking and creative activity of a person, it is a proven ability to use knowledge, skills and personal, social and methodological abilities in work or learning situations, in professional and personal development. Competences related to personal responsibility and autonomy consist of: 1) a dynamic set of cognitive and metacognitive skills, 2) the ability to understand and apply acquired knowledge, 3) interpersonal, intellectual and practical knowledge and abilities, and ethical values. The concept of competence is understood as a person's initiative to carry out self-organised mental and physical activities; in this sense, initiative is defined as the disposition to organize oneself and is characterized as the disposition to organize oneself. The competence self-assessment “Your Competence Map” was carried out by 91 students at University B. The students analyse their competences, map them on a visualized competence map and evaluate their possibilities for improvement in perspective: 1) in the dimension of socio-communicative competences: self-management competence, social competence, emotional competence, communication and cooperation competence, language competence. 2) in the dimension of methodological competences: presentation competence, thinking and analytical competence, knowledge management competence. 3) in the dimension of action and change: cognitive competence, innovation competence, competence for purposeful action. The author has analysed in detail the students’ reflections on language competence, and the self-assessments highlight several gaps in Latvian language competence, for example, Latvian is not the native language; education was acquired outside Latvia; foreign language is dominant in the work environment; work outside Latvia has been carried out for several years. Students acknowledged that in today’s diverse media environment it is difficult to ensure correct, literate, and complete use of the Latvian language. The COVID-19 pandemic crisis has had an impact on the development of society as communication processes have been digitized.
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Hikmawati, Hikmawati, Chairunisyah Sahidu, Kosim Kosim, Sutrio Sutrio, and Gunawan Gunawan. "Tahap Define dalam Pengembangan Perangkat Pembelajaran Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Mahasiswa." Kappa Journal 4, no. 2 (2020): 149–57. http://dx.doi.org/10.29408/kpj.v4i2.2666.
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The purpose of this study is to describe the results of the Define stage in the development of STEM (Science, Technology, Engineering and Mathematics) -based learning devices to improve students' higher order thinking skills. The learning device development model used is the four D model (Define, Design, Develop, Disseminate). The Define stage is carried out to define and define learning requirements. The steps that have been taken at the Define stage are front end analysis, student analysis, task analysis, concept analysis, and formulation of learning objectives. The results of the research for needs analysis are a description of the competencies that students must have after taking physics lectures, the learning approach used is based on STEM, the profile of graduates to answer future challenges and demands. The results of research for student analysis are descriptions of student characteristics which include reasoning abilities, background knowledge, and levels of student cognitive development. The results of research for task analysis are in the form of module position maps. The results of the research for concept analysis are in the form of a concept map about oscillations. The results of the study for the formulation of learning objectives were a description of the competencies consisting of attitudes, knowledge and skills. The conclusion from this research is that the Define Stage has been completed so that the development stage of learning devices can be carried out to the next stage, namely the Design stage
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Zhanabaуeva, K. K., G. E. Sanay, and A. Zh Yerimova. "DIAGNOSIS OF THE DEVELOPMENT OF CREATIVE TALENT IN PRIMARY SCHOOL STUDENTS." BULLETIN Series of Pedagogical Sciences 71, no. 3 (2021): 180–90. http://dx.doi.org/10.51889/2021-3.1728-5496.18.
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The article deals with some issues of the development of creative abilities of younger schoolchildren. It is based on the definition of essence (diagnostics, historical aspects, developmental problems), type (creative, mathematical, artistic, artistic talent, sports, musical, academic, etc. д.). From a number of philosophical analyses we conclude that the natural traits and natural abilities of people were created by a powerful god. The article analyzes the psychological and pedagogical aspects of creative endowment and offers a content analysis of the concepts of endowment and creative endowment in the works of researchers. The functions of system approach, interdisciplinary approach, individual approach, synergetic approach, reflexive approach to methodological significance of development of creative individuality of young pupils are revealed. Depending on the essence of methodological approaches, the article analyses the main methodological principles. These include: the principle of support and aspiration, the principle of subjectivity, the principle of creativity and success. This article analyses the process of diagnosing creative talent. A total of 129 students took part in the diagnostics. Diagnostic work was carried out according to A.I. Savenkov's methods "Map of interests of junior grade" (for parents and children), "Description of a pupil" (for teachers in order to systematize ideas about the development of gifted children), the technique of general assessment of talent (for parents and teachers), "Talent map" (for parents). The results of its statistical analysis are presented.
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Handayani, Yusri, Rahmawati Rahmawati, and Widiasih Widiasih. "Using Rasch Model to Analyze Reliability and Validity of Concept Mastery Test on Electricity and Magnetism Topic." JIPF (Jurnal Ilmu Pendidikan Fisika) 8, no. 2 (2023): 226. http://dx.doi.org/10.26737/jipf.v8i2.3877.
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This study aims to analyze the reliability and validity of the electricity and magnetismconcept mastery test (EM-CMT) using Rasch model aided by Winsteps version 3.68.2. The multiple choice concept mastery test consists of 40 items about material electric current, resistance, resistivity, Ohm's law, electric voltage, energy and electrical conductivity, resistors in series, parallel, and mixed circuits, Kirchhoff's law, RC charging and discharging capacitor circuits, magnetic fields, magnetic forces, and sources magnetic field. The sample of this study were prospective physics teacher students who had passed basic physics courses. The results showed that the EM-CMThad a value of the Alpha Cronbach reliability with a good and acceptable category (0.70). The value of person reliabilityis in the quite good category (0.69). Meanwhile, the personnel separation coefficient of 1.50 which indicates the response of respondents is quite good and consistent. Analysis of the observational aspects of item fit shows that there are no items that need to be changed or removed. For the aspect of person fit, the results of the analysis showed that there were seventeen out of sixty-three respondents who experienced unusual response patterns. A review of the observations of the map variable shows the distribution of respondents' abilities and the items are proportional. Analysis of unidimensionalaspects shows the value of "raw variance explained by measure" is in the acceptable category. Based on the results of the analysis on a number of aspects, it can be concluded that theEM-CMT test is reliable and valid so that it can be used to measure the students’ concepts.
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Oh, Insoo, Jiyoon Ban, and Hyeonsu Kim. "Concept Mapping Analyzing the Elementary School First Grader’s Task for Early Adjustment to School." Korean Journal of Teacher Education 39, no. 6 (2023): 57–85. http://dx.doi.org/10.14333/kjte.2023.39.6.03.
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Purpose: The purpose of this study was to explore the task of school adjustment in the first grade of elementary school during early entrance and to reveal the importance and performance of such perception.
 Methods: For this purpose, a semi-structured focus group interview was conducted with eleven first-grade homeroom teachers with significant field experience in elementary school. According to the process of the conceptual analysis, sixty-one conceptual statements were derived on school adjustment during early admission, and thirty-eight key statements were finalized after the agreement of the three researchers. The confirmed statements were conducted a classification method of similarity for twenty-six people. Following this, a multi-dimensional scaling method and hierarchical cluster analysis, and importance and performance evaluation were conducted in the stated orde.
 Results: Finally, a two-dimensional concept map including six clusters (adaptation in the environment vs. internal control, adaptation in the group vs. individual adaptation) was derived. The final clusters are specifically about acclimatizing to the environment and routine of an elementary school that is different from an early childhood education institution (cluster 1), overcoming anxiety and fear in unfamiliar situations and maintaining psychological stability (cluster 2), and cultivating basic learning abilities and basic lifestyle habits (cluster 3), concentrating attention and controlling impulsiveness(cluster 4), getting along well with friends and being considerate (cluster 5), and living safely by following school rules (cluster 6).
 Conclusion: This study is meaningful in that it empirically explored the core concept at a time when the importance of school adjustment during early admission of first graders in elementary school, who are experiencing ecological transfer from early childhood education to the elementary education, has garnered attention.
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Kubanek, Mariusz, and Janusz Bobulski. "Device for Acoustic Support of Orientation in the Surroundings for Blind People." Sensors 18, no. 12 (2018): 4309. http://dx.doi.org/10.3390/s18124309.
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The constant development of modern technologies allows the creation of new and, above all, mobile devices supporting people with disabilities. All work carried out to improve the lives of people with disabilities is an important element of the field of science. The work presents matters related to the anatomy and physiology of hearing, imaginative abilities of blind people and devices supporting these people. The authors elaborated a prototype of an electronic device that supports the orientation of blind people in the environment by means of sound signals. Sounds are denoted to present to a blind person a simplified map of the depth of space in front of the device user. An innovative element of the work is the use of Kinect sensor, scanning the space in front of the user, as well as a set of developed algorithms for learning and generating acoustic space, taking into account the inclination of the head. The experiments carried out indicate the correct interpretation of the modeled audible signals, and the tests carried out on persons with impaired vision organs demonstrate high efficiency of the developed concept.
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Baumgardner, Chip. "Gaining Entrepreneurial Insight through Mind Maps for Innovation: Applications in the Brewing Curriculum and Craft Beer Industry." International Journal for Innovation Education and Research 7, no. 7 (2019): 104–11. http://dx.doi.org/10.31686/ijier.vol7.iss7.1579.
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A critical component of the entrepreneurial mindset is the ability to be innovative and creative. Often seen as the top soft skill for entrepreneurs, innovation entails far more than brain storming. One of the most useful tools of innovation is the mind map, a simple tool that blends related and unrelated stimuli into generating new ideas. Given the increased emphasis on craft brewing as a major component of the beer industry, many facets of brewing have become quite popular in higher education. Within brewing education, one must consider the process by how students learn how to engage in multiple activities, including innovation. To address innovation in new flavors, a study of students’ abilities to create new beer flavors by brainstorming was compared with the same students who used mind maps in a pre- and post-test format. The result of the statistical study is to look at the concept of mapping innovation and the truncated findings with an emphasis on generating new ideas on beer flavors for a market with an expanding number of taste connoisseurs.
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Rudini, Abd Nasir Matori, Jasmi Ab Talib, and Abdul-Lateef Balogun. "Application of Geographic Information System (GIS) to Model the Hydrocarbon Migration: Case Study from North-East Malay Basin, Malaysia." E3S Web of Conferences 34 (2018): 02027. http://dx.doi.org/10.1051/e3sconf/20183402027.
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The purpose of this study is to model the migration of hydrocarbon using Geographic Information System (GIS). Understanding hydrocarbon migration is important since it can mean the difference between success and failure in oil and gas exploration project. The hydrocarbon migration modeling using geophysical method is still not accurate due to the limitations of available data. In recent years, GIS has emerged as a powerful tool for subsurface mapping and analysis. Recent studies have been carried out about the abilities of GIS to model hydrocarbon migration. Recent advances in GIS support the establishment and monitoring of prediction hydrocarbon migration. The concept, model, and calculation are based on the current geological situation. The spatial data of hydrocarbon reservoirs is determined by its geometry of lithology and geophysical attributes. Top of Group E horizon of north-east Malay basin was selected as the study area due to the occurrence of hydrocarbon migration. Spatial data and attributes data such as seismic data, wells log data and lithology were acquired and processed. Digital Elevation Model (DEM) was constructed from the selected horizon as a result of seismic interpretation using the Petrel software. Furthermore, DEM was processed in ArcGIS as a base map to shown hydrocarbon migration in north-east Malay Basin. Finally, all the data layers were overlaid to produce a map of hydrocarbon migration. A good data was imported to verify the model is correct.
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Tang, Yuxuan. "The effect of mobile Internet educational software applications on elementary school students' learning ability." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1925–31. http://dx.doi.org/10.54097/ehss.v8i.4615.
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With the continuing development of both science and internet technology, because of the growth of Internet software, several educational software is coming up. The application of those software makes a great impact on the learning ability of elementary school students. As a result, this article aims to give this impact a total summary by collecting and summarizing academic papers and searching for relevant information online. Throughout the whole paper, this research shows that the impact of learning software on elementary school students' learning ability is in three aspects, they are expression ability creative ability, and comprehension ability. Different software can help target different abilities. Firstly, this paper discusses the impact of mobile Internet educational software on students' expressive skills through three examples: online education software, online feedback software, and online discussion software. This paper shows that mobile Internet educational software is helpful to improve the expression ability of elementary school students because of its characteristic of breaking the time limit and being able to interact at any time. Secondly, this paper has discussed the impact of mobile Internet educational software on students' creativity and has demonstrated that teachers can use mobile Internet educational software to break space limitations and stimulate students' interest by using three examples: online experiment software, VR, and educational games. By using mobile Internet educational software, teachers can break the space limitation and stimulate students' interest in learning, and enhance students' creativity through this feature. Lastly, this paper discusses the role of using mobile Internet educational software in promoting students' comprehension, and uses three kinds of software: mind map concept map, and argument map, as examples to show how they can improve students' comprehension. The paper shows that mobile Internet educational software is very effective in improving students' comprehension skills.
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Parkinson, Asha, Barbara Mullan, and Amy Finlay-Jones. "Understanding wellbeing from the perspective of youth with chronic conditions: A group concept mapping approach." International Journal of Wellbeing 15, no. 1 (2025): 1–21. https://doi.org/10.5502/ijw.v15i1.4129.
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Promoting wellbeing for youth is a global health priority and young people with chronic conditions demonstrate disproportionately low wellbeing compared to their peers. However, wellbeing is variably defined, and little is understood as to what wellbeing means for this population. The aim of this study was to develop a conceptualisation of wellbeing that is rooted in the perspectives of young people with chronic conditions. Group concept mapping, a structured, mixed method, and participatory based technique, was conducted with 11 participants aged 16-25 with various health conditions. Youth advisors were involved from the initial planning of the research to the final interpretation of the data. In a series of focus groups, participants generated statements that encapsulated their sense of wellbeing. From the generated ideas, a refined list of 62 statements was finalised in consultation with a youth advisory group. Participants then individually sorted the 62 statements into groups that made sense to them; individual data were combined, then analysed using multidimensional scaling to create a visual map of the ideas. Hierarchical cluster analysis was used to group the mapped ideas into clusters, resulting in seven ‘domains’ of wellbeing: (1) ‘Embodying authentic self’; (2) ‘Being a young person’; (3) ‘Abilities and capacities’; (4) ‘Self-understanding and nurturing’; (5) ‘Hopeful future outlook’; (6) ‘Supportive systems and communities’; and (7) ‘Emotional support and validation’. These findings demonstrate the importance of considering inter-personal, intra-personal, and systemic factors in understanding wellbeing for youth with chronic conditions. The high level of participation throughout the research process allowed us to develop a concept of wellbeing that is nuanced and highly specific to this unique group. Implications for measurement, intervention and healthcare delivery for youth with chronic conditions are discussed.
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Derevyanchuk, Oleksandr. "DEVELOPMENT OF A FUZZY COGNITIVE MAP MODEL FOR CREATING STEM PROJECTS IN PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN ENGINEERING AND PEDAGOGICAL SPECIALTIES." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 26 (2023): 160–69. http://dx.doi.org/10.32342/2522-4115-2023-2-26-16.
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The article examines the issues of STEM education development in the context of the strategy for the development of higher education in Ukraine for 2022-2032. In particular, the emphasis is on the importance of reorienting the educational process to the training of specialists in engineering and pedagogical specialties with practical skills and up-to-date knowledge. It is necessary to strategically rethink educational approaches, giving priority to the training of specialists in engineering and pedagogical specialties who possess not only theoretical knowledge, but also specific practical skills that meet the requirements of the labor market. Special attention is paid to STEM education, which is defined as a key tool in the formation of competencies for future specialists in the field of engineering and pedagogy. This approach involves not only the transfer of theoretical knowledge, but also emphasizes practical aspects, contributing to the development of specific skills and abilities that are necessary in practice. Dedication to STEM education in the context of engineering and pedagogical fields allows future specialists to be ready for the challenges and tasks presented to them by modern labor markets, and to meet the current requirements and standards in these fields. The technical orientation of STEM projects contributes to the implementation of practical tasks and the formation of skills in demand on the labor market. The purpose of the article is to present the algorithm for building a lighting control system prototype using the example of the STEM project “Lighting control system in the library”. For building a logical model, to justify the structure of the system, the NCC is used. The development of the STEM project “Lighting control system in the library” is presented, which involves the creation of a fuzzy cognitive map in the Mental Modeler environment. An algorithm for building a logical model for a STEM project under conditions of uncertainty has been developed and described. The basis of the built model is a cognitive map. A cognitive map is a symbolic directed graph, at the vertices of which the key factors of the object of modeling (concepts) connected by cause-and-effect relationships are placed. A cognitive map is a type of mathematical modeling used to formalize a complex system in the form of a set of concepts that reflect system factors and causal relationships between them, taking into account the nature of their interaction. Based on the analysis of the logical model of the system, it was determined that for each concept it is necessary to set the level of communication on the visual form of the Mental Modeler map, which allows you to set the level of assessment of its dependence. The paper presents a logical model on the example of a prototype of a computer lighting control system in a library using fuzzy logical derivation. Fuzzy cognitive maps were used to justify the structure of the management system. The sequence of building a prototype of the lighting control system in the library and the analysis of the parameters of such a system can be used by students of engineering and pedagogical specialties for the educational purpose of building various STEM projects. Cognitive modeling methodology is used for analysis and decision-making in conditions of uncertainty. It is developing in the direction of improving the situation analysis and modeling apparatus. Therefore, to implement a STEM project in ill-defined situations, it is advisable to build a logical model. It defines the structure of the modeled system. The basis for building this model is a fuzzy cognitive map.
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Wu, Xinran, Xiangzhen Kong, Deniz Vatansever, et al. "Dynamic changes in brain lateralization correlate with human cognitive performance." PLOS Biology 20, no. 3 (2022): e3001560. http://dx.doi.org/10.1371/journal.pbio.3001560.
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Hemispheric lateralization constitutes a core architectural principle of human brain organization underlying cognition, often argued to represent a stable, trait-like feature. However, emerging evidence underlines the inherently dynamic nature of brain networks, in which time-resolved alterations in functional lateralization remain uncharted. Integrating dynamic network approaches with the concept of hemispheric laterality, we map the spatiotemporal architecture of whole-brain lateralization in a large sample of high-quality resting-state fMRI data (N = 991, Human Connectome Project). We reveal distinct laterality dynamics across lower-order sensorimotor systems and higher-order associative networks. Specifically, we expose 2 aspects of the laterality dynamics: laterality fluctuations (LF), defined as the standard deviation of laterality time series, and laterality reversal (LR), referring to the number of zero crossings in laterality time series. These 2 measures are associated with moderate and extreme changes in laterality over time, respectively. While LF depict positive association with language function and cognitive flexibility, LR shows a negative association with the same cognitive abilities. These opposing interactions indicate a dynamic balance between intra and interhemispheric communication, i.e., segregation and integration of information across hemispheres. Furthermore, in their time-resolved laterality index, the default mode and language networks correlate negatively with visual/sensorimotor and attention networks, which are linked to better cognitive abilities. Finally, the laterality dynamics are associated with functional connectivity changes of higher-order brain networks and correlate with regional metabolism and structural connectivity. Our results provide insights into the adaptive nature of the lateralized brain and new perspectives for future studies of human cognition, genetics, and brain disorders.
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Belias, Dimitrios, and Nikoloas Trihas. "The Concept and the measurement of Strategic Leadership. The case of Greek Hotel Employees with the use of Exploratory Factor Analysis." European Conference on Management Leadership and Governance 18, no. 1 (2022): 16–25. http://dx.doi.org/10.34190/ecmlg.18.1.919.
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Over the past two decades, scholars and practitioners are interested in the term of Strategic Leadership. Strategic Leadership is a leader’s ability to anticipate, envision, being flexible, and enable others to make strategic changes as required. There are several researches connecting strategic leadership with various variables of the Human Resource Management (HRM), such as: work stress, (Baysak and Yener, 2015), work commitment (Chiang & Wang, 2012) and role conflict (Palomino & Frezatti, 2016). Hence, it is very important to develop a reliable measurement tool which will explore the nature of strategic leadership and map its dimensions. Barbara Davies & Brent Davies (2004) have already developed a model which consists of both the organizational abilities and the individual characteristics of strategic leaders. The main purpose of the current paper is to study the application of Davies & Davies model (2004) in the hospitality industry. More thoroughly, the empirical data used on this paper has derived by a research consisted of 372 participants who work on Greek Hotel Companies. The method used to analyze the connections between the items of the strategic leadership was factor analysis. The findings support that Davies & Davies model (2004) can be used as a measurement tool in the hospitality industry. Thus, the current paper aims to contribute to the comprehension of the nature of strategic leadership on the hospitality and tourism industry, and trigger future empirical research in the field.
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Kaseda, Erin T., Aya Haneda, Hirofumi Kuroda, Sayaka Machizawa, and Torricia Yamada. "13 Considerations for the Neuropsychological Assessment of Verbal Abilities in Japanese Speakers." Journal of the International Neuropsychological Society 29, s1 (2023): 428–29. http://dx.doi.org/10.1017/s1355617723005647.
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Objective:Although the majority of Japanese speakers live in Japan, there are also large populations of Japanese speakers in the United States of America and Brazil, with more than a million Japanese speakers across the two countries. Only 53% of foreign-born Japanese individuals in the United States report proficiency in English. Although there has been increasing attention to the neuropsychological assessment of linguistically diverse patients broadly in recent years, there are specific considerations unique to Japanese that clinicians and researchers should be aware of when working with Japanese speakers outside of Japan. The aim of the present study is to present considerations and appropriately normed assessments of verbal abilities for Japanese patients.Participants and Methods:A systematic review of cognitive screeners and assessments of verbal fluency, verbal memory, and verbal academic skills that have been translated and normed for use with Japanese speaking populations was conducted. Studies published in both English and Japanese were reviewed. Test content modifications, administration modifications, and relevant cultural and linguistic considerations were synthesized and summarized.Results:One consideration in translation is the use of words that are linguistically and culturally comparable across the two languages. Multiple cognitive screeners and verbal learning/memory tasks have been translated with cultural equivalency considerations (e.g., for the Montreal Cognitive Assessment, velvet, church, and daisy were changed to silk, shrine, and lily). In Japanese, there is a one-to-one correspondence between sound (syllable) and graphemes (kana script), compared to one-to-many associations in alphabet-based languages like English. This impacts normative expectations on letter fluency tasks. The hiragana letters, A, Ka, and Shi (fc, fr, L) are recommended because there are relatively large number of words that start with these letters and the number of words generated with these letters showed close to normal distributions in previous research. Unlike letter fluency, semantic fluency is believed to be relatively culture-free and independent of language systems. The Japanese writing system utilizes both phonographic systems where written symbols map onto sounds, and logographic systems, where written symbols map onto concepts. This is in contrast to English, which has a solely phonographic written system. These two separate writing systems complicate the assessment of reading among Japanese-speaking individuals, as there may be a dissociation between abilities in reading in the phonographic versus logographic systems. Acculturation has been shown to impact performance on certain verbal task performances, along with demographic variables such as immigration generation status and bilingualism.Conclusions:Neuropsychologists should be familiar with linguistic differences between English and Japanese such as the one-to-one correspondence between sound and grapheme in Japanese and the use of both phonographic and logographic systems in written Japanese. Neuropsychologists should also be careful to use tests that are translated for cultural equivalence rather than direct translations, and that have been normed for use with Japanese speakers. Finally, general cross-cultural considerations in assessment such as the evaluation of bilingualism, familiarity with the testing environment, and other factors remain essential.
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Agusti, Mardikaningsih, Kurniasari Praharisti, Kurniasari Praharisti, and Pradipta Anangga. "Qualitative and Quantitative Study on Students’ Critical Thinking of Conceptual E-Scaffolding in Blended Learning Context." Journal of Education Technology and Inovation 6, no. 2 (2024): 18–25. http://dx.doi.org/10.31537/jeti.v6i2.1491.
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Critical thinking skills are one of the rational thinking skills that students really need in solving problems or conveying ideas. In fact, students' critical thinking abilities are still relatively low. A feasible alternative for developing students' critical thinking skills is by implementing electronic-based scaffolding. This research uses mixed methods with an explanatory research design. The experimental group received conceptual treatment of e-scaffolding blended learning with the Problem-Based Learning model and the control group received no additional treatment. experimental group and control group, the research subjects were first semester students of IKIP Budi Utomo Malang. Because there were two research groups, 46 students were included in the control group. The instruments used in this research were pre-test and post-test. The pre-test consists of 18 multiple choice items with a reliability coefficient of 0.735 and the critical thinking post-test consists of 14 essay questions with a reliability coefficient of 0.762. In addition, semi-structured and think aloud interview guidelines were also used. Quantitative data was obtained from the distribution of pre-test and post-test questions. Meanwhile, qualitative data was obtained from semi-structured interviews and think aloud. Quantitative data was then analyzed using parametric ANACOVA analysis while qualitative data was analyzed using a path analysis model. The results of the research show 1) the critical thinking abilities of students who learn with conceptual e-scaffolding in blended learning in Problem-Based Learning are higher than students who learn with conventional methods, 2) the application of conceptual e-scaffolding in Problem-Based Learning. The link map form in the Problem Based Learning model has a positive effect on students' critical thinking abilities. This is reflected in the behavior and way of thinking of experimental group students which shows the development of critical thinking skills during the learning process. Apart from that, conceptual e-scaffolding in the form of a link map helps students obtain information easily and use it in understanding concepts in geometric optics material