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1
Eyana, Jason A., Cheenie E. Muring, and Marleonie M. Bauyot. "Supervisory Roles of School Heads in Public Stand-Alone Senior High School: A Phenomenological Case Study." Asian Journal of Education and Social Studies 50, no. 2 (2024): 95–120. http://dx.doi.org/10.9734/ajess/2024/v50i21263.
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Supervision is inseparable with education. In school, the principal performs supervisory roles to guide personnel and implement activities. However, the school head in a stand-alone senior high school reported challenges that influenced her supervisory roles. Hence, this study sought to examine the challenges and supervisory roles of the school head in stand-alone senior high school. Three research questions guided the paper which employed phenomenological-case study. One school head and six teachers in the same school of Region XI were chosen using the purposive sampling technique. The researchers conducted in- depth interview using the Office Performance Commitment and Review Form (OPCRF). Employing Colaizzi’s technique and content analysis, the researchers analyzed and clustered responses into themes. Results revealed that the school head encountered challenges in their supervisory role such as limited resources, curriculum demands and changes, teacher retention, community and parental involvement, and maintenance and improvement of infrastructures and facilities. With the findings of the supervisory roles and supervisory roles insights, the school heads are encouraged to create a strategic plan that contains clear steps and measures to address the supervisory challenges to be guided on what roles to take. Department of Education leaders might also help them address these challenges by assigning senior high school focal persons to directly respond to the needs and capacitate the school heads to enhance their supervisory skills. Moreover, stakeholders are encouraged to strengthen their involvement in stand-alone senior high schools. Lastly, future researchers might be inspired conduct a related study with more participants in a single case to comprehensively investigate their supervisory roles.
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Lago, Genalyn, Niclie Tiratira, Castro Luningning De, et al. "Exploring Conflict Management Strategies: A Phenomenology Approach Utilized by Stand-Alone Senior High School Administrators." Psychology and Education: A Multidisciplinary Journal 27, no. 4 (2024): 376–87. https://doi.org/10.5281/zenodo.14018488.
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This dissertation aimed at exploring the lived experiences of the administrators in managing conflicts within their work environment. Specifically, the study sought to describe the participants’ experiences on understanding the nature of conflict, causes of conflicts, examples of conflicts and their strategies in managing conflicts. Looking into the participants’ challenges and coping mechanisms was also the objective of the study. Hermeneutic Phenomenology was utilized to describe and interpret the basic structures of lived experience, and recognition of the pedagogical experience. The result of this study was a theme found on the lived experiences of the administrator and challenges they encountered in managing conflicts - Nature of Conflict, Human Conflict, Human Behaviour, Conflict Management Strategies and Challenges in Conflict Management. Five major conflict management strategies were identified such as integrating, competing, avoiding compromising and obliging. It was concluded that administrators utilized different strategies which are congruent to their leadership styles and based on the context where conflict takes place. It was recommended that administrator should recognize diversity as one factor key element that may cause disagreements among the school stakeholders.
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Aceret, Dan Manayon T., Mitch Joe V. Delos Reyes, Anna Vanessa Ocampo, and Mark Janree L. Valencia. "The Senior High School Student-Mothers in the New Normal: Understanding their Lived Experiences on Modular Distance Learning." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 12 (2022): 2516–25. http://dx.doi.org/10.11594/ijmaber.03.12.05.
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Balancing motherhood and academic life are a difficult task - being a mother is a demanding role, and being a student is also demanding. With the advent of the new learning modality, specifically modular distance learning, SHS student-mothers face a whole new circumstance in addition to their existing dual roles. This case study explored the lived experiences of five senior high school student mothers in the modular distance learning. Participants met the inclusion criteria of a student mother, which includes (1) a student-mother under the General Academic Strand in a Public Stand-alone Senior High School of the School of the Schools Division of the City of Batac; (2) a working student mother and living with her child; and (3) willingness to participate in the study. Four major themes emerged in the participants' lived experiences, which include (1) struggles with dual roles, (2) learning challenges, (3) realizations, and (4) a strong support system. The findings revealed that the participants faced adversities and struggles as mothers and students and remained more steadfast and resilient in fulfilling their dreams of finishing their senior high school and receiving a basic education diploma amid the pandemic. Hence, the lived experiences of student mothers have established baseline data for developing educational programs and guidance services that can meet the needs of student mothers amid the pandemic.
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Fantilagan, Vilma. "Factors Affecting Teachers’ Technological Methodologies, Practices and Teaching Performance: A Descriptive Analysis." International Journal of Scientific Research and Management 10, no. 03 (2022): 755–62. http://dx.doi.org/10.18535/ijsrm/v10i3.ec02.
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The purpose of this study is to identify and describe the factors affecting teachers' technological methodologies, practices, and teachers’ teaching performance in Baliwasan Senior High School- Stand-Alone this school year 2020-2021. The study employs a checklist to determine the quantitative outcome of the given data. The findings revealed that factors affecting technological methodologies in terms of resources, teachers' experience with ICT, and teaching strategies were highly affected and at a high level for digital resources, online classes, and ICT integrations. In contrast, the results for internet connection and ICT integration were moderately affected and at a moderate level, respectively.
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Amoah-Saah, Isaac, and Jones Clifford Akosah. "Teenage Pregnancy among Senior High School Students in Ghana: Causes, Effects and Prevention." International Journal of Research and Innovation in Social Science VIII, no. VIII (2024): 306–18. http://dx.doi.org/10.47772/ijriss.2024.808026.
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From classroom to cradle, unravelling the crisis of teenage pregnancy in Ghana’s senior high schools and charting a path to prevention has become very crucial. The main objective of this study was to examine the causes, effects, and prevention of teenage pregnancy among students in Senior High Schools in Ghana. Three research questions guided the study. The study employed cross-sectional descriptive survey design. The target population of the study consisted of all third year Senior High School (SHS) students totaling 1,370. A sample size of 300 students was selected for the study. Descriptive statistics was used to analyze the research data. It was concluded that teenage pregnancy is mainly caused by lack of education on the causes, effects and prevention of the phenomenon. It was also concluded that negative peer group influence and poverty can lead to teenage pregnancy. It was observed from the study that the main source of education on teenage pregnancy is the parents. Furthermore, it was observed that poverty is one of the effects of teenage pregnancy. It was recommended that parents should ensure proper supervision and monitoring of their children. Parent should give their children appropriate sex education and sanction them when necessary. Sex education should be taught as a stand-alone subject instead of being integrated into other subjects such as religious and moral education as is found in the current curriculum. This will help broaden the scope of teenage pregnancy education and increase the time allocated for its teaching and creating room for parents and other resource persons to share their rich experiences with the school children.
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Hero, Jesson L. "An Assessment of 21st-Century Skills Acquisition of Alternative Learning System (ALS) Senior High School Learners Towards the Development of Capacity Building Program." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 12 (2022): 2589–97. http://dx.doi.org/10.11594/ijmaber.03.12.12.
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The Alternative Learning System (ALS) has been found to be the new way for those who want to continue in their studies despite the challenges and current situation they are facing. Apparently however, there are studies recorded that there is a gap between the 21st-century skills of these ALS learners. With this concern, it becomes the notion of the researcher to describe and assess the 21st-century skills acquisition of enrolled Alternative Learning System Senior High School (ALS SHS) learners in one stand-alone public senior high school in the City of Meycauayan, Bulacan, for the School Year 2022-2023. The researcher made use of quantitative descriptive survey design to assess the 21st-century skills of 41 ALS SHS learners enrolled. Findings revealed that most of the respondents were female; in the age-range of 20-24 years old; and, have a monthly income of less than Php 5,000.00 a month. Alternative Learning System Senior High School (ALS SHS) learners had a moderate level of 21st-century skills acquisition. Furthermore, it showed that there is no significant difference on the 21st-century skills acquisition of ALS SHS learners when group according to gender and age-range, but there is a significant difference on the 21st-century skills acquisition of ALS SHS learners when group according to their socio-economic status (monthly income). For its recommendation, the proposed capacity building program aimed to improve further the Alternative Learning System Senior High School (ALS SHS) learners’ 21st-century learning skills and to jive on the current trends and challenges of 21st-century education despite of their struggles in life.
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Fetriani, Fetriani, and Indah Hayati. "CHARACTER VALUES FOUND IN ENGLISH TEXTBOOKS OF SENIOR HIGH SCHOOL." Edu-Ling: Journal of English Education and Linguistics 2, no. 2 (2019): 122. http://dx.doi.org/10.32663/edu-ling.v2i2.782.
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The objective of this research is to find out character values found in English textbook for grade ten and for grade eleven of Senior High School. The research was descriptive qualitative research which dealt with non-numerical data and focused on the character values found in English textbook of senior high school. The result of this research presented the character values found in English textbook for grade ten and for grade eleven of Senior High School. They are religiousness, honesty, tolerance, discipline, perseverance, creativity, independence, democracy, curiosity, nationalism, patriotism, appreciation, friendliness /communication, peacefulness, literacy, affection to nature, sociable, and responsible. From those 18 characters, appreciation character is the most dominant with the percentage of 12.5 %. Meanwhile, tolerance, discipline, independence, democracy, and literacy characters stand in the lowest position with only 2.5 %.
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Kwame Mahama, James, Alhassan Lukman Chinto, and Amadu Abudu. "Examining the Determinants of Substance Use among Senior High School Students in Ghana in the Tamale Metropolis." International Social Sciences and Education Journal 3, no. 2 (2025): 114–60. https://doi.org/10.61424/issej.v3i2.319.
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This study investigated the prevalence of substance use and factors that influence substance use among Senior High School (SHS) Students at Tamale Metropolis in the Northern Region of Ghana. The philosophical orientation for this study was positivism and the research approach used was Quantitative. The study employed a descriptive survey study approach. The accessible population for the study was 3150 students. Thus, the sample size adopted for this study was 315. The students filled out a structured questionnaire with closed-ended questions and multiple-choice Likert scale items. Data was described and summarised by frequencies and percentages. The statistical tool used for the analysis of results was SPSS version 24. The findings revealed that the media, the location of the school, broken families, and peer pressure did have influence on students’ use of substance. Frequently abused drugs were identified as tobacco, painkillers (tramadol), antibiotics, and emergency pills. Cannabis, alcohol, stimulants, sedative drugs, and inhalants such as petrol and glue were used less frequently amongst the students. Strategies to curb drug and substance abuse included establishing good relationships and communication between parents and their children, religious interventions, providing basic needs, offering guidance and counselling services, enforcing strict parental control, and enforcing strict school rules and regulations. It was recommended that the Ministry of Education was advised to add drug education as a stand-alone subject to be taught in second cycle schools in Ghana.
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Wannebo, Wenche, Siri Andreassen Devik, and Lisbeth Uhrenfeldt. "Meanings of Living in Lodgings During Senior High School." Journal of School Nursing 35, no. 3 (2017): 221–32. http://dx.doi.org/10.1177/1059840517742704.
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Studies show that senior high school students living in lodgings (away from home) when attending high school are vulnerable to stress and mental health problems. Moving away from home at the age of 15–16 is a transition that might affect adolescents’ well-being. The aim of this study is to explore the experience of living in lodgings during senior high school. In-depth interviews were conducted with 21 Norwegian lodgers of both genders between the ages of 16–18. Interviews were analyzed according to a phenomenological hermeneutical approach. Four main themes were identified: (a) striving between controlling time and being controlled by time, (b) striving between finding comfort in being alone and feeling left alone, (c) striving between being independent and being taken care of, and (d) striving between leaving and finding home. The findings illuminate many challenges experienced by lodgers. A raised awareness and preventive initiatives from school nurses are recommended.
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Xia, Fang. "An Analysis of the Practice of Senior High School English Continuous Writing Based on Scaffolding Theory." Lecture Notes in Education Psychology and Public Media 2, no. 1 (2023): 575–84. http://dx.doi.org/10.54254/2753-7048/2/2022385.
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Guided by Scaffold Theory, this paper analyzes the mechanism and connotation of continuous writing, and proposes to construct a reading stand for reading, a creative design stand for writing, and a post-writing assessment stand, and presents them in the form of cases, with a view to improving the effectiveness of English continuous writing teaching guidance and students' writing ability. The results of the study show that after the implementation of scaffolding instruction, students' writing ability and level have been significantly improved, which is mainly reflected in the improvement of writing performance and the improvement of language expression ability.
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Wijaya, Ginanjar Arif, Sarwaji Surwandi, and Sumarwati Sumarwati. "Stand Up Comedy Indonesia as Anecdote Text Learning Media in Senior High School: Study of Critical Discourse Analysis." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 2 (2019): 171–77. http://dx.doi.org/10.33258/birci.v2i2.248.
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This research is a descriptive qualitative study that examines the relevance of social criticism on Stand Up Comedy Indonesia towards anecdotal text learning in high school. Stand Up Comedy is a form of comedy or comedy that is delivered monologically to the audience. Stand Up comedy is not only an entertaining spectacle, but every material that is aired is criticized or the message delivered. The purpose of this study was to identify the relevance of social criticism on Stand Up Comedy Indonesia towards anecdotal text learning in high school. The data in this study are in the form of a Stand Up Comedy Indonesia video. The primary data source in this study is Stand Up comedy Kompas TV documents and videos on YouTube. While secondary data sources are relevant primary books, international journals, papers, etc. that are needed in the study of theory. The data collection technique in this study is by documentation and literature. The analysis technique used in this study uses qualitative analysis techniques. Because the data obtained are in the form of texts from various different literary sources, a text analysis is needed. The results of this study are three things. 1) The discourse of stand Up comedy academy has the same structure , namely based on the genre of discourse. 2) The schema and discourse sequence of stand Up comedy academy are in accordance with anecdotal texts, namely those that have components of abstract structure, orientation, crisis, reaction and code. The division of structures can be divided into two parts, complete structure and incomplete. 3) The implementation of the results of this study can be used as teaching material at the eleventh grade high school about producing coherent anecdotal texts in accordance with the characteristics of the text made both orally and in writing.
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Galorio, Ian Jake N., and Chennie S. Naling. "Awareness and Practices of Senior High School Students and Teachers on Environmental Education: Basis for Instructional Materials Development." Asian Journal of Environment & Ecology 23, no. 4 (2024): 16–39. http://dx.doi.org/10.9734/ajee/2024/v23i4537.
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Environmental education in the Philippines has been incorporated into different course curricula, including life and physical sciences. This study evaluated the awareness and practices of senior high school students and teachers in environmental education. The study included 125 senior high school students and 25 teachers from Montevista Stand Alone Senior High School.
 The study found that 44% of the teacher-respondents were between 41-50 years old, while 51.20% of the student-respondents were between 17-18 years old. The teacher-respondents demonstrated a high level of awareness in environmental concepts and the state of the environment, with an overall mean of 4.34. The student-respondents showed a moderate level of awareness, with an overall mean of 3.18. The teacher-respondents "always" practiced taking action to solve environmental problems, with an overall mean of 4.52, while the student-respondents "often" did so, with an overall mean of 3.80.
 No statistically significant difference was found in the level of awareness of environmental concepts and the state of the environment among teachers when grouped according to gender (p-value = 0.207) or grade level taught (p-value = 0.910). Similarly, for students, no statistically significant difference was found when grouped according to grade level (p-value = 0.162) or age (p-value = 0.213). The awareness of environmental concepts was significantly and positively related to the need for a high degree of commitment among both teachers (r=0.455; p=0.022) and students (r=0.885; p=0.000).
 Based on the findings, the researcher recommends developing instructional materials for environmental education that aim to maintain and increase students' understanding and capacities in relation to environmental problems and environmental sustainability principles.
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Saodah, Ajeng Utari Siti, Alfiah Rizky Diana Putri, Achmad Zainur Rozzykin, et al. "Pemanfaatan kartu kuartet sebagai media pembelajaran bidang Astronomi." WaPFi (Wahana Pendidikan Fisika) 9, no. 1 (2024): 75–82. http://dx.doi.org/10.17509/wapfi.v9i1.66652.
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Astronomy has been a part of Indonesian school curriculum since elementary school to senior high school under Science, Physics, and Geography. However, as it is not a stand-alone subject with its own dedicated curriculum, it is difficult for students to learn compared to other subjects. There is a need for a learning medium to help students learn, proposed here as a set of quartet cards, an alternative medium for students to learn about a topic. The quartet cards show certain astronomy topics such as lunar phases, seasons, terrestrial, and jovian planets amongst others in a set of 4 illustrated cards (Quartet) with description in 15-20 words. This research tested the effectiveness of astronomy quartet cards (“Kuartet Astronomy”) in students learning astronomy topics using pre-test and post test to obtain quantitative output. Based on the result, there is an increase of students’ knowledge of astronomy after a session of quartet card games.
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Nasution, Khoiriyah. "PENGEMASAN MATERI PEMBELAJARAN TARI WIRA PERTIWI BERBASIS POWERPOINT STAND ALONE UNTUK SEKOLAH MENENGAH ATAS." Gesture: Jurnal Seni Tari 9, no. 2 (2020): 185. http://dx.doi.org/10.24114/senitari.v9i2.20359.
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ABSTRACT This study aims to package the Wira Pertiwi Dance learning according to KD 3.1 in the Stand Alone Powerpoint learning media for high school class XI students. The theoretical basis used as a guideline in this study is the theory of Wina (2011: 20) along with Rudi Susilana and Cepi Riyana (2017: 102) which explain how the stages or procedures are in making Stand Alone Powerpoint. The technique of collecting data was carried out by means of observation, interviews, literature study and documentation. The packaging method uses computer laboratory work. The research method used is descriptive qualitative in which the data obtained are then processed and analyzed carefully. The results of data processing are arranged systematically in the form of a thesis. The research process or packaging method is carried out in four stages, namely: the first stage of program identification, namely ensuring the correct program selected, the program used by Powerpoint. The second stage was collecting supporting materials such as material, photos, sound and video of the Wira Pertiwi Dance. The third stage is the process of working on learning media according to the material that has been collected. The final stage is a program review by conducting a material feasibility test and a media feasibility test, revising it, then making it ready for use. This product obtained the results of the feasibility test with a score of 94% by material experts and the results of the due diligence with a score of 91.1% by media experts. The overall result of the feasibility test got a score of 92.5%. Thus, the results of research on the packaging of Wira Pertiwi Dance learning in Stand Alone Powerpoint learning media include material understanding concepts, techniques, and procedures for senior high school class XI students in Medan. Keywords: Packaging, Wira Pertiwi Dance, Stand Alone Powerpoint. ABSTRAKPenelitian ini bertujuan mengemas pembelajaran Tari Wira Pertiwi sesuai KD 3.1 memahami konsep, teknik dan prosedur dalam meniru ragam gerak tari kreasi, dalam media pembelajaran Powerpoint Stand Alone untuk siswa kelas XI Sekolah Menengah Atas. Landasan teori yang dijadikan pedoman pada penelitian ini adalah teori Wina (2011:20) beserta Rudi Susilana dan Cepi Riyana (2017:102) yang menjelaskan bagaimana tahapan atau prosedur dalam pembuatan Powerpoint Stand Alone. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, studi kepustakaan dan dokumentasi. Metode pengemasan menggunakan kerja laboratorium komputer. Metode penelitian yang digunakan yakni deskriptif kualitatif di mana data yang diperoleh kemudian diolah dan dianalisis dengan teliti. Hasil pengolahan data disusun secara sistematis dalam bentuk skripsi. Proses penelitian atau metode pengemasan dilakukan dalam empat tahapan yakni : tahapan pertama identifikasi program yaitu memastikan program yang dipilih sudah tepat, program yang digunakan Powerpoint. Tahapan kedua mengumpulkan bahan pendukung seperti materi, foto, suara dan juga video Tari Wira Pertiwi. Tahap ketiga proses pengerjaan media pembelajaran sesuai materi yang sudah dikumpulkan. Tahap terakhir Review program dengan dilakukannya uji kelayakan materi dan uji kelayakan media, revisi, kemudian siap digunakan. Produk ini memperoleh hasil uji kelayakan dengan skor 94% oleh ahli materi dan hasil uji kelayakan dengan skor 91,1% oleh ahli media. Hasil keseluruhan uji kelayakan mendapatkan skor 92,5%. Dengan demikian, hasil penelitian pengemasan pembelajaran Tari Wira Pertiwi dalam media pembelajaran Powerpoint Stand Alone meliputi materi memahami konsep, teknik, dan prosedur untuk siswa kelas XI Sekolah Menengah Atas di Medan sangat layak digunakan. Kata Kunci: Pengemasan, Tari Wira Pertiwi, Powerpoint Stand Alone.
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Digamon, Jayson, and Jerome De La Pe?a. "Attitudes of Senior High School Students Towards Career Decision Making." JPAIR Institutional Research 16, no. 1 (2021): 72–89. http://dx.doi.org/10.7719/irj.v16i1.617.
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Choosing the best career is vital and needs a long process and serious planning for the students to make the right decision. This descriptive study investigated the attitude towards career decision-making of the 302 senior high school students of Gingoog City Comprehensive National High School, Gingoog City, Misamis Oriental. Factors such as sex, grade level, and socioeconomic status were focused on determine their influence on students’ career decisions. The researchers utilized mean, frequency, and percentage, T-test, and F-test/ANOVA, Scheffe Post Hoc Testing, and Multiple Comparisons to organize the data in the study. The results reveal that parents stand as the most prominent factor in students’ career decisions. Likewise, males and females vary in their career choice such that males are more decisive in their career decision-making than females. Further, students who have lower family incomes tend to be more fixed in their career choice than those whose families earn high salaries. It was recommended that school guidance counselors provide counseling for students to be more aware of the possible courses they pursue and the factors that influence them as delineated in this study. Moreover, the parents let their children decide on the courses they desire to pursue in their tertiary education and the profession they carry out in the future.
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Machrevi, Jihan, Desy Hanisa Putri, and Rosane Medriati. "PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERORIENTASI STRATEGI REACT UNTUK MELATIHKAN KEMAMPUAN PROBLEM SOLVING SISWA PADA MATERI GETARAN HARMONIK DI SMA." Amplitudo : Jurnal Ilmu dan Pembelajaran Fisika 2, no. 1 (2022): 33–42. http://dx.doi.org/10.33369/ajipf.2.1.33-42.
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ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan kelayakan dan karakteristik Lembar Kerja Peserta Didik (LKPD) berorientasi strategi REACT untuk melatihkan kemampuan problem solving siswa pada materi getaran harmonik di SMA. Penelitian ini merupakan penelitian dan pengembangan (R & D) dengan metode 4D yang telah dimodifikasi menjadi 3D dan terdiri dari tahap pendefinisian atau define, perancangan atau design, dan pengembangan atau develope. Tahap define terdiri dari hasil observasi, studi literatur, dan analisis kebutuhan. Tahap design pada penelitian ini yaitu pemilihan media dan materi perancangan, serta perancangan awal LKPD. Tahap develop dalam penelitian ini merupakan validasi ahli yang terdiri dari 4 orang ahli. Hasil dari validasi ahli dengan aspek kelayakan isi, bahasa, penyajian, dan kegrafisan yang dilakukan oleh validator rata-rata sebesar 95,96%. Karakteristik LKPD yang dikembangkan berupa Self instructional, Self contained, Stand alone, Adaptif, User friendly untuk melatih kemampuan Problem Solving berorientasi strategi REACT pada siswa SMA kelas X. Dengan demikian LKPD berorientasi strategi REACT pada materi getaran harmonik memenuhi kriteria sangat layak diujicobakan di SMA.Kata kunci: Lembar Kerja Peserta Didik, REACT, Problem Solving, Getaran HarmonikABSTRACTThis study aims to describe the eligibity and the Student Worksheet (LKPD) which is oriented towards the REACT strategy to practice the problem solving skills on harmonic vibration material in Senior High School. This research was a research and development (R & D) with the 4D method which has been converted into 3D and consisted of the stages of define, design, and develope. The define stage consisted of the results of observations, literature studies, and the needs analysis. The design stage in this research was media selection and material design, as well as the initial design of LKPD. The develop stage in this study is an expert validation consisting of 4 experts. The results of expert validation with aspects according to content, language, presentation, and graphics that carried out by validators were an average of 95.96%. The characteristics of the LKPD developed in the form of Self-instructional, Self-contained, Stand alone, Adaptive, User friendly to train Problem Solving skills oriented to the REACT strategy in the class X Senior High School students. Thus, the LKPD oriented to the REACT strategy on harmonic vibration material resulted the criteria very feasible to be tested in Senior High School.Keywords: Student Worksheet, REACT, Problem Solving, Harmonic Vibration
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Pardosi, Winda Yuliani, Lisma Diana Tarigan, Elias Pasaribu, and Erikson Saragih. "READING TEACHING STRATEGIES IN THE SENIOR HIGH SCHOOL." Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK) 1, no. 02 (2021): 64–71. http://dx.doi.org/10.54076/judik.v1i02.169.
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The scholar's capability to understand English the fact veritably low in Indonesia. Not only among newcomers similar as the basic or less high academy degree but the capability to understand introductory reading at the high academy position is inversely worrisome. This has led to a lack of further good mortal resources in recent times. For a long time, we've known that English is a foreign language and unexpectedly indeed introductory reading can not be learned at this position. Not to mention that the after generation of Z has made this language a language that's used every day on every occasion. Not only studying and looking for work, this language and the language used in chatting and it's heartbreaking if the scholars' understanding capability is still veritably low. Several factors greatly impact this disability. The first is the lack of words that they've in interpreting the textbook, the second is the lack of training of the textbook to be read either at home or the academy library and the third is the lack of attention of the subject preceptors in the proper wisdom of each scholar who practices at the academy. There is no revealing provocation to make scholars uncommunicative and assume that reading is boring conditioning. Let alone reading foreign readings, reading textbooks in Indonesian itself, indeed lazy to read because of a lack of mindfulness of the significance of reading conditioning. Reading this is to help scholars get the right understanding of important knowledge, and increase their love of reading, and most importantly how do preceptors realize the most applicable strategies in tutoring and literacy handed the schoolteacher knows the background of each scholar.
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Zahro', Anisatuz, Muzazzinah Muzazzinah, Murni Ramli, and Eka Wulandari. "Literature Study of Islamic Values Integration in Biology Subject in SMA/MA (Senior High Schools/Islamic Senior High School)." Biosfer: Jurnal Tadris Biologi 13, no. 2 (2023): 163–72. http://dx.doi.org/10.24042/biosfer.v13i2.14109.
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Because science, including biology, has a tight relationship with Islamic knowledge, learning biology in schools should not be viewed as a monodisciplinary that stands alone but rather as having an axiological value system tied to other disciplines. This sort of research is literature research that refers to a previously conducted issue and tries to identify the extent to which the integration process of Islamic principles in Biology learning in SMA/MA (Senior High Schools/Islamic Senior High Schools) has been carried out. The data was collected through secondary sources such as credible national and international journal publications published in the Google Scholar database. The findings of this study indicate that the application of the integration of Islamic values in biology learning in SMA/MA can be made through several models, including (1) the Al-Qur'an integration model as a source of inspiration, namely placing the Qur'an at the beginning of learning as an umbrella of knowledge; and (2) the Qur'an integration model as a source of confirmation, namely scientific findings are to clarify what has been stated by the Qur'anABSTRAK: Ilmu sains termasuk Biologi mempunyai hubungan yang erat dengan pengetahuan Islam sehingga pembelajaran Biologi di sekolah semestinya tidak hanya dipandang sebagai monodisiplin ilmu yang berdiri sendiri, tetapi secara aksiologis memiliki sistem nilai yang berkaitan dengan disiplin ilmu lainnya. Jenis penelitian ini merupakan penelitian kepustakaan (literature research) yang mengacu pada suatu topik yang sebelumnya pernah dilakukan yang bertujuan untuk mengetahui sejauh mana proses integrasi nilai-nilai Islam yang telah dilakukan dalam pembelajaran Biologi di SMA/MA. Data yang diperoleh berupa data sekunder yang bersumber pada artikel jurnal nasional maupun internasional yang diterbitkan dalam database Google Scholar. Hasil penelitian ini menunjukkan integrasi nilai-nilai Islam dalam pembelajaran Biologi di SMA/MA, diantaranya adalah (1) model integrasi Al-Qur’an sebagai sumber isnpirasi, yaitu meletakkan Al-Qur’an pada awal pembelajaran sebagai payung pengetahuan; (2) model integrasi Al-Qur’an sebagai sebagai sumber konfirmasi, yaitu temuan dalam sains adalah memperjelas apa yang telah dikermukakan Al-Qur’an.
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Dominado, Noel L. "An Assessment of the Physical Fitness of Senior High School Learners: Basis for the Development of a Home-Based Physical Fitness Plan." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 9 (2023): 3223–35. http://dx.doi.org/10.11594/ijmaber.04.09.14.
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This study was conducted to determine the Physical Fitness Levels of Learners during the Lockdown Period: Basis for the Development of a Home-Based Physical Fitness Plan: To achieve the purpose of the study, the descriptive research design was used. Seventy-six (76) eleventh graders Health Optimizing Physical Education Accountancy, Business Management learners of Senior High School in Magalang Stand Alone 2 in the School Year 2020-2021 served as respondents of the study. The result revealed that body mass index marked a case of overweight and underweight, the respondents’ health-related fitness show above normal, needs improvement cardiovascular endurance, fair and needs improvement muscular strength. However, some are fair and need improvement in hamstring flexibility, and needs improvement in left shoulder girdle flexibility. Furthermore, the skill-related fitness of the respondents shows poor, fair, and needs improvement agility. Furthermore, poor and needs improvement balance, fair and needs improvement coordination. However, needs improvement and developing performance speed. Lastly, needs improvement in the leg, while needs improvement in reaction time. It is suggested the development of effective preventive strategies for all unfit students who are at high risk of being underweight and overweight and the design of programs that will enhance the fitness of students’ health and skill-related fitness.
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Maxwell, Clara, and Thomas Van Rijckevorsel. "The Social Life of High School Seniors: COVID Experiences." Journal for Undergraduate Ethnography 12, no. 1 (2022): 88–102. http://dx.doi.org/10.15273/jue.v12i1.11315.
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COVID-19 marks a time of social isolation and social change in the lives of many people. While previous literature has focused on the mental health consequences of isolation on young people, our qualitative research aims to explore the lived experiences of adolescents during the pandemic. Based on 10 in-depth, semi-structured interviews with senior year students at the John F. Kennedy School in Berlin, this study seeks to determine whether both the government and school-imposed COVID-measures have impacted the social lives of our participants and to understand how they experience these potential changes. Our research found that students report a significant change in social life, but, in contrast with the existing literature, their experience of this social change is perceived as positive. These positive changes included a reported improvement in social connections, a more conscious use of social media, and the potential for more alone time. By exploring these three themes, our participants’ unexpected positivity can be placed into a larger context in which the pandemic is an opportunity to forge more meaningful connections while learning to be more conscious in spending time alone in an “always-on” culture.
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Wulandari, Eka Mia, Muhammad Turhan Yani, and Oksiana Jatiningsih. "Character Profile of Caring and Responsibility of Inclusive Learners in Senior High School." International Journal of Emerging Research and Review 3, no. 2 (2025): 000109. https://doi.org/10.56707/ijoerar.v3i2.109.
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Objective: This study was conducted to analyze the profile of caring and responsible characters of inclusive students in high school. The main focus of this study is to analyze the caring and responsible characters possessed by inclusive students at the high school level. Based on this focus, the formulation of the problem in this study is how the profile of caring and responsible characters of inclusive students in high school. The substance of this study focuses on describing the caring and responsible characters of inclusive students and the factors that influence the caring and responsible characters of inclusive students. Method: The research method used is descriptive and does not conduct hypothesis testing with a sample of 3 teachers, namely 1 GPK teacher, 1 BK teacher, 1 subject teacher, 1 non-inclusive student, and 2 inclusive students. The sampling technique used purposive sampling, where each sample was taken from a representative level of inclusive participants. Data collection was carried out at Public Senior High School 1 (SMAN 1) Gedangan, East Java. Data collection techniques used questionnaires, interviews, and observations whose data results would be analyzed descriptively qualitatively. Results: The results of the data obtained were analyzed using qualitative descriptive analysis techniques. The results of the study indicate that 1) the caring and responsible character of inclusive students is low and because the social character of inclusive students is also low. 2) Students' self-confidence is low because they feel alone at school and do not have friends who understand them. 3) Some teachers sometimes pay less attention to inclusive students when teaching and focus more on regular students. 4) Regular friends in class sometimes still underestimate and do not embrace inclusive friends. Novelty: What is new in this study is the focus on inclusive students at the high school level, integrating the analysis of two main characters, namely caring and responsibility, in one comprehensive study, and considering the specific context of inclusive schools at the high school level and providing insight into how caring and responsible characters develop in diverse environments. This is important because the dynamics and challenges in inclusive schools are different from regular schools.
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Ramadina, Maydinie, Rusdi Rusli, and Rendy Alfiannoor Achmad. "HUBUNGAN ANTARA KELEKATAN TEMAN SEBAYA DENGAN FLOW AKADEMIK PADA SISWA SEKOLAH MENENGAH ATAS." Didaktika : Jurnal Kependidikan 16, no. 2 (2022): 145–56. http://dx.doi.org/10.30863/didaktika.v16i2.3194.
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Academic flow is one of the important aspects required to support learning activities. It is known that academic flow in students occurs more often when they are with friends than when they are alone. Therefore, this study aims to investigate the relationship between peer attachment and academic flow in senior high school students in Martapura City. The method employed in this study was the quantitative method with the correlational type. The subjects were 230 senior high school students in Martapura City who were selected using the cluster random sampling technique. The research instruments consisted of the Flow Inventory for Student (LIS) for the academic flow variable and the Inventory of Parent and Peer Attachment (IPPA) for the peer attachment variable. Data analysis consisted of the classical assumption test and hypothesis testing with the product moment correlation test through SPSS version 26. The results of hypothesis testing showed the value of r = 0.298 with a significance level of 0.000 (p 0.05), indicating that there was a significant positive relationship between peer attachment and academic flow in senior high school students in Martapura City.Keywords: academic flow, peer attachment, senior high students
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Bingcang, Raemon Oscar F., Jewilyne G. Hopida, Nathan Joshua O. Gangoso, and Ardie Tayongtong. "Lived Experiences of Senior High School Students in a Sectarian Institution." Abstract Proceedings International Scholars Conference 6, no. 1 (2018): 124. http://dx.doi.org/10.35974/isc.v6i1.1435.
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This study aimed to understand the effects of bullying among senior high school students’ well-being and academic performance, and the impact of the support they received while in a sectarian institution. A phenomenological study was done to determine the lived experiences of students from a university in Cavite, Philippines. Semi-structured interviews were conducted. Triangulation was conducted through validation of selected information from the participants’ school counselor, teachers, and peers; Colaizzi’s thematic analysis was done to identify underlying concepts of these experiences. Findings revealed that bullying affected students’ emotional wellness where 80% internalized the incident and 20% externalize the experience. Academic performance was unaffected for the 60% of the participants, while 40% experienced hindrances in their class participation. All participants resorted to certain types of defense mechanisms of which 60% used distancing and 40% utilized rationalization. Further, all (100%) bullying incidents has witnesses and 40% of it was seen by friends, 40% by peers, and 20% by teachers. Only 40% opened-up and received emotional support from friends and felt reassure, while the remaining 60% handled the situation alone and turned out to be independent. In conclusion, bullying as an act has changed the students’ lives, and support was viewed as important in the coping experience of the victims.
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Amelia, Hutri Rizki. "Evaluation of Preparedness Senior High School 1 Sikur in Responding The Changes of Islamic Character Due to Development of Halal Tourism in East Lombok Regency." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 2 (2017): 287. http://dx.doi.org/10.24036/sjdgge.v1i2.80.
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The purpose of the research is to evaluating the preparedness of Senior High School 1 Sikur in responding the changes of Islamic character affected by development of halal tourism at Lombok Timur regency, Nusa Tenggara Barat province, Indonesia. This research used Qualitative, Observation collecting data technic, interview and documentation. Data analysis in this research was used data reduction technic, data interpretation and taking of conclusion. The result of this research is the preparedness of Senior High School 1 Si Sikur in responding the changes of Islamic character affected by development of halal tourism seems good enough. Either of school programs for spiritual character building through Imtaq, Tilawah and religion lectured that has been told by Tuan Guru Haji (TGH), and Dhuhur Pray congregation everyday. The late students will be punished by stand in the field around 30 minutes. The characteristic of environmental care showed with mutual activity is held once a month, and planting trees in cooperation with the Department of agriculture.
 Keywords : Development of Islamic Character, Halal Tourism
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Indrasvari, Mellania, Risma Delima Harahap, and Dahrul Aman Harahap. "Analysis of the Impact of Smartphone Use on Adolescent Social Interactions During COVID-19." Jurnal Penelitian Pendidikan IPA 7, no. 2 (2021): 167. http://dx.doi.org/10.29303/jppipa.v7i2.622.
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This study is titled Analysis of Smartphone Use against Adolescent Social Interactions During COVID-19. This research is motivated by the increasingly popular use of smartphones among generation Z that can influence social interactions especially the outbreak of the Covid-19 virus that urged students to study at home or online by using smartphones and keeping activities out of the house in order to avoid the Covid-19 virus and break the chain of the virus that causes constrained social interaction activities outside the home, especially the students of grade XII science 1 and XII science 2 at Senior High School 2 Rantau Selatan (State Senior High School 2, South Rantau) (State Senior High School 2, South Rantau) using qualitative-descriptive research that considered suitable for the problem of the impact of smartphone use on adolescent social interactions during the Covid-19 period where the main data sources in this study are students. The tools used to collect data are questionnaires, interviews, observations and documentation. Sampling technique used is purposive sampling. The sample data from this study were students of grade XII science 1 & XII science 2 with a total of 64 people. The results of the interview research and supported by the questionnaire showed that the use of smartphones in students in grade XII science 1 and XII science 2 Senior High School 2 Rantau Selatan (State Senior High School 2, South Rantau) (State Senior High School 2, South Rantau) was at 51.02%, then about 33.84% intensity of social media to eliminate saturation only activities in the house alone that resulted in a lack of intensity or association of teenagers with people around the next student doing activities gathered with friends categorized as small enough only 5.08% is also caused by the government's rules to stay at home and 10.06% of students feel the effects of smartphones. The conclusion of this study shows that there are positive and negative impacts of smartphones on adolescent social interactions during Covid-19
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Sumadisastro, Witzir, and Dinn Wahyudin. "Revealing The Influence of English Curriculum, Verbal Ability and Self-Efficacy Toward English Proficiency in Senior High School (Study on Senior High School Students in Bandung)." West Science Social and Humanities Studies 2, no. 05 (2024): 820–30. http://dx.doi.org/10.58812/wsshs.v2i05.911.
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This quantitative study examines the influence of self-efficacy, verbal ability, and the English curriculum on English language proficiency among senior high school students. The research involved 96 respondents who completed questionnaires designed to measure their self-efficacy, verbal ability, perceptions of the English curriculum, and their English language proficiency levels. The data collected were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) version 4.0 to determine the relationships among the variables. The analysis revealed that self-efficacy, often considered a crucial factor in academic performance, does not significantly impact English language proficiency in this context. This finding suggests that students' beliefs in their own capabilities to learn English might not directly translate into improved language skills. On the other hand, verbal ability was found to have a significant positive influence on English language proficiency. This indicates that students with higher verbal skills tend to perform better in English, highlighting the importance of enhancing these abilities through targeted instructional strategies. Moreover, the English curriculum also showed a significant positive effect on language proficiency. A well-structured curriculum that effectively integrates language learning objectives with practical applications appears to be a key determinant of students' success in mastering English. These results underscore the importance of curriculum development and verbal ability enhancement in educational practices. In conclusion, the study provides valuable insights into the factors that contribute to English language proficiency among senior high school students. While self-efficacy alone may not be a decisive factor, the significant roles of verbal ability and curriculum quality suggest that educational stakeholders should prioritize these areas to foster better English language outcomes. Future research could explore additional variables and longitudinal effects to further understand the dynamics of language learning in educational settings.
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Fiel, Yully Rachel Mae S., Aaliyah Marie D. Gonzales, Chenie T. Gonzales, et al. "Effect of Peer Mentoring on the Mathematical Skills of Senior High School Students." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 3179–91. https://doi.org/10.47772/ijriss.2025.90400500.
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A persistent challenge in education is the widespread difficulty students face in mastering mathematics. This challenge results in consistently low academic performance, hindering their ability to develop essential problem-solving skills and apply mathematical concepts in real-world contexts. Without effective interventions, these challenges continue to undermine student confidence, limit academic achievement, and contribute to long-term gaps in mathematical proficiency. To address this issue, the study examined the effectiveness of peer mentoring in improving the mathematical skills of Grade 11 students. The study employed a quantitative research approach and quasi-experimental research design to determine whether peer mentoring draws significant differences in the mathematical skills of students. The findings revealed that the experimental group showed significant improvement (M=-13.067, p<0.000), confirming the effectiveness of peer mentoring. In contrast, the control group showed no improvement (M=0.000, p<1.000), indicating traditional learning alone was insufficient. This implies the inclusion of intervention poses a significant effect on the mathematical skills of students. The study recommends integrating peer mentoring or other interventions in enhancing student’s performance in mathematics particularly in addressing poor mathematical performance of students in a class.
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Ismail, Nyak Mutia. "“That’s the biggest impact!” Pedagogical values of movies in ELT classrooms." Studies in English Language and Education 4, no. 2 (2017): 216. http://dx.doi.org/10.24815/siele.v4i2.6351.
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Since many say watching movies can have a positive effect on language learning outcomes, this research was done to find out which skills movies can contribute most to, whether speaking, listening, reading, writing, vocabulary, grammar or cultural aspects. A qualitative research method was used for this study. This study was done to find out the teachers’ perceptions of using English movies in English Language Teaching (ELT) processes. Teachers from three different levels: primary, secondary, and senior high-school teachers were asked to answer a questionnaire set in accordance with the research topic. Five of them were senior high school teachers, two of them were junior high school teachers, and three of them were elementary school teachers. Creative interviews were also used as an additional data source. The results showed that most of the teachers agreed that movies play their biggest role and considerable advantages in developing cultural aspects and listening skills. Furthermore, some integration is possible between listening and speaking as well as with reading and writing because watching movies works better with integration of skills. Apparently, even though vocabulary can develop with this technique, grammar is not enhanced alone without being accompanied by writing.
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Najah, Abel Nyimba, Moses Abdullai Abukari, Thomas Nipielim Tindan, Patrick Agyei, Isaac Azumah Gonyalug, and James Dentu Mensah. "Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students." East African Journal of Education Studies 6, no. 3 (2023): 71–84. http://dx.doi.org/10.37284/eajes.6.3.1478.
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The Ghana Education Service has employed two categories of chemistry teachers who are expected to deliver in line with a set standard of teaching and assessment. The study investigated professionally trained chemistry teachers and untrained chemistry teachers using Shulman’s PCK model. The study investigated their knowledge of teaching and assessment. A multi-case study design was used to investigate multiple knowledge domains of chemistry teachers in senior high schools within the Tamale Metropolis in the Northern Region. One hundred fifty chemistry students and 12 chemistry teachers were selected through a random sampling technique, and in one of the schools, a convenient sampling technique was utilised. The study employed questionnaires, interviews, and classroom observation to solicit data from the participants. The quantitative data gathered was analysed by employing descriptive statistics and paired sample t-tests. The qualitative data was analysed by developing common themes and patterns in the respondents’ responses. Comparatively, the findings revealed that the professionally trained chemistry teachers exhibited higher knowledge of teaching and assessment in chemistry than the untrained chemistry teachers. Case-by-case analysis and comparison of the findings indicated that some untrained chemistry teachers exhibited higher knowledge in teaching and assessment than some of the professionally trained chemistry teachers. It was therefore recommended that colleges of education and universities that train teachers should concentrate on the pedagogical development of chemistry teacher trainees. Content knowledge alone would not ensure professional teaching of chemistry. Ghana Education Service, in collaboration with other governmental and non-governmental agencies, should periodically organise workshops and seminars for in-service chemistry teachers’ professional development to be trained in modern pedagogical trends. In-service chemistry teachers should be given opportunities for further studies to learn and discover emerging methods and strategies for teaching chemistry
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Elfiyanto, Sonny, and Seiji Fukazawa. "Effect of teacher and peer written corrective feedback on writing components in EFL classrooms." JEES (Journal of English Educators Society) 5, no. 2 (2020): 185–91. http://dx.doi.org/10.21070/jees.v5i2.826.
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This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance, and competencies in relation to writing components such as content, organization, grammar, vocabulary, and mechanics. The results revealed that peer WCF can better enhance students’ writing abilities compared to teacher WCF. Furthermore, students who received teacher WCF showed substantial improvement in performance relating to all writing components except mechanics. In contrast, peer WCF enhanced students’ organization and vocabulary related performance.
 HIGHLIGHTS:
 
 Peer WCF is more effective than teacher WCF in enhancing Indonesian senior high school students’ writing performance, especially in writing legend texts.
 Teacher WCF helped significantly improve four components of writing competence: content, organization, vocabulary, and language, while peer WCF positively impacted organization and vocabulary components.
 Combining both teacher and peer WCF could be more beneficial in improving students’ writing achievement than either type of WCF alone. 
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Zeng, Huan. "The Role of Peer Assessment and Optimization Pathways in High School Continuation Writing Instruction." Education and Social Work 2, no. 1 (2025): 8. https://doi.org/10.63313/esw.9054.
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In the contemporary landscape of high-school English education, the dominant mode of assessment remains teacher-centered evaluation, with a conspicuous absence of peer evaluation，which is an important form of multiple evaluation. However, with the implementation of the new college entrance examination reform and the new English curriculum standards, continuation writing has be-come the focus of high-school English teaching. The new curriculum stand-ards strongly advocate the construction of a multiple evaluation system. Against this backdrop, after combing through the research status of peer evaluation and con-tinuation writing, it is found that there is a scarcity of relevant research on peer evaluation in the field of continuation writing teaching. This gap in re-search highlights the need for a more in-depth exploration of how peer evalua-tion can be effectively integrated into high-school continuation writing con-struction. As a result, the paper intends to dig into the role of peer assessment in senior high school continuation writing instruction, which includes providing rich feed-back, stimulating learning motivation, fostering critical thinking, and promot-ing knowledge construction. Furthermore, this paper proposes four op-timiza-tion pathways, namely clarifying scoring criteria, conducting feedback training, implementing dynamic group management, and integrating teacher assessment, with an eye to enhancing teaching effectiveness.
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Locion, Jayben, P., Johncarlo C. Sison, Sean Bazel C. Suarez, Meriel T. de Jesus, Jennesa C. Pelande, and Maryknoll S. Uy. "The Academic Experiences of Senior High School Students in the Midst of Pandemic." East Asian Journal of Multidisciplinary Research 1, no. 6 (2022): 1017–32. http://dx.doi.org/10.55927/eajmr.v1i6.684.
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As the world evolves, new problems arise and this leads to a bigger barrier for students especially with education. This paper uncovers the struggles of students with regards to the new learning modality as a result of the pandemic; COVID-19. It presents and discuss findings and methods in which the researchers examined information acquired from personal interviews – phenomenological study through “thematic analysis” (Sutton & Austin, 2015). Specifically, STEM Students from Samar National School were asked various questions about their experiences with education in the midst of the pandemic. 5 informants were purposively selected through selection criteria and data was collected through a semi-structured interview. As a result, the responses demonstrate how STEM students deal with the pandemic and the challenges it brings. Some students experience barriers especially doing online classes in their own homes; such as noise, doing chores, and lack of motivation. Some are not used to the new learning set-up and they only try their best to adapt with this as soon as possible. Not only with education prior but some also faced mental health struggles as an effect of the change of learning practices. Furthermore, most of the informants have comparable replies to the many issues they have experienced. In sum, the results uncovered the different challenges and struggles that these students faced with the new learning modality and how these affected their performance. This study is also about conveying a message to all students that in this fight, they are not alone.
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Velez, Diane Krista B., and Judith C. Chavez. "INFLUENCE OF SOCIAL MEDIA, NUTRITION KNOWLEDGE, AND SCHOOL FOOD ENVIRONMENT ON THE DIETARY PRACTICES OF SENIOR HIGH SCHOOL STUDENTS." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 1475–502. https://doi.org/10.5281/zenodo.15528863.
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Understanding the multifaceted influences on adolescents’ dietary behaviors is crucial for promoting healthier lifestyles during adolescence. This study investigated the influence of social media use, nutrition knowledge, and the school food environment on the dietary practices of senior high school students in a private sectarian institution in Cagayan de Oro City, Philippines. Employing a descriptive-correlational design, data were collected from 399 Grade 12 students through validated instruments. The questionnaires used are the following: General Nutrition Knowledge Questionnaire (GNKQ) to assess nutrition knowledge Adopted and modified from Paubsanon (2020), developed and validated by Parmenter and Wardle (1990) the Social Media Influence on Food Choices Questionnaire adapted from Kaplan (2010), the School Food Environment Scale adapted from Laska (2010), and a Dietary Practices Survey adopted from Block et al (2006). Results revealed that students exhibited generally low nutrition knowledge, while social media influence and dietary practices were rated high, and the school food environment was positively evaluated in terms of taste, affordability, and availability of healthy options. Multiple regression analysis indicated that social media use and the school food environment significantly predicted students' dietary practices, whereas nutrition knowledge did not show a significant effect. These findings emphasize that digital and institutional environments exert a stronger influence on adolescents' eating behaviors than individual nutrition knowledge alone. Thus, it is recommended that future research develop and evaluate integrated interventions that utilize both school-based programs and social media strategies to promote sustainable, healthy dietary practices among adolescents.
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Fu, Yu. "An exploratory foreign language curriculum: The creative application of RICH in senior high school English instruction." Journal of Language Teaching 2, no. 6 (2022): 1–11. http://dx.doi.org/10.54475/jlt.2022.006.
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With the rapid development of globalization, foreign language learners are supposed to have the ability to use the language in intercultural communication accurately and appropriately. However, guided by the traditional teacher-centered language teaching and learning model, learners cannot meet the requirements of social development because the knowledge that students acquire is rather limited, let alone learning and applying abilities. Meanwhile, their interest in learning a foreign language cannot be fully stimulated. RICH, a creative curriculum concept, combines Research-based Learning, Integrated Curriculum, Cooperative Learning, and Humanistic Outcomes. The new curriculum concept aims to lead students to enter the language classroom as thinkers and researchers, developing their humanistic qualities and their abilities to use the English language in practice through interdisciplinary studies so as to promote their intercultural communicative ability eventually. To test the applicability of RICH in senior high English school instruction, qualitative and quantitative research methods were employed, including one academic year’s teaching experiment lasting from 2020 through 2021, video recordings of instructing cases, and semi-open interviews with some subjects. Research data has demonstrated that RICH can be of great help in creatively designing and implementing key competence cultivation-oriented English instructions in the context of the New Curriculum Standards for senior high school English instruction.
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Menggo, Sebastianus. "Reflection on Students' Competence and Challenges in Achieving Digital Media Literacy in English Learning." IJEE (Indonesian Journal of English Education) 11, no. 1 (2024): 49–60. http://dx.doi.org/10.15408/ijee.v11i1.34851.
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This study aims to investigate and disclose the students' profiles and the obstacles that stand in the way of obtaining digital media literacy in English instruction for high school students in Ruteng City, Indonesia. This study surveyed 595 students from six Senior High Schools in Ruteng City, Indonesia. The questionnaire served as the primary instrument for data collection, followed by quantitative and qualitative analysis of the findings. The study results indicated that the level of media literacy competence among students falls into the low category (2,84). This category was indicated by eight statements of media digital literacy competence. Moreover, five factors challenged the respondents' digital media literacy achievement, namely lack of students' enthusiasm and initiative in regards to digital media literacy (61,59%), lack of cost for purchasing internet data packages (71,20%), insufficient time allocated for the use of specific English learning software (59,48%), unstable internet network connectivity (58,27%), and lack of available ICT infrastructure in schools (58,33%). Various issues hinder the level at which students might acquire digital media literacy skills, and stakeholders are encouraged to address or overcome these obstacles.
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Wulandari, Indah Astutik, Nurhadi Nurhadi, and Roekhan Roekhan. "Needs Analysis for Developing Exposition Writing Materials Using the DTMT Method for Senior High School Students." AL-ISHLAH: Jurnal Pendidikan 16, no. 3 (2024): 3237–47. http://dx.doi.org/10.35445/alishlah.v16i3.5357.
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Teaching materials that suit students' needs can help them increase their motivation to learn. These teaching materials can also be developed using appropriate methods by considering the learning objectives and skills. One of the methods that can be used in learning to write is the DTMT method. The DTMT method, which stand for (Dari Teks Menuju Teks or From Text to Text) is used to support the structured development of writing skills. In the early stages of product development, it is necessary to conduct a needs analysis to support the development of teaching materials for writing exposition texts using the DTMT method. The needs analysis in this study is part of the development research with the ADDIE model. The research method used in this research is the survey method. Data collection was carried out using observation, interviews, and document analysis. In this research, the data obtained is qualitative. The qualitative data was then analyzed descriptively. The analysis showed that Indonesian language teachers in three schools, SMA PGRI Lumajang, SMAN 1 Kunir, and SMA Muhammadiyah Lumajang need companion books in learning to write, especially on exposition texts. Students can use the companion teaching materials to practice writing exposition texts gradually with a good and structured process. The results showed that (1) the primary teaching materials used by teachers and students have not focused on writing skills, especially writing exposition texts, and (2) companion teaching materials are needed for learning to write exposition texts. This research is expected to be useful for teachers in teaching writing skills and for students. It can be a companion book to improve exposition text writing skills.
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Xin, Han. "Insights into Second-grade Students’ English Vocabulary Learning Anxiety Differences." International Journal of Education and Humanities 13, no. 3 (2024): 164–68. http://dx.doi.org/10.54097/krs8cg89.
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With the development of humanistic psychology as well as modern English education, the emotional factors in the fundamental stage of English learning have been emphasized by scholars at home and abroad Since the early 20th century, which contributes a large number of exceptional research about the correlation between strategies of male and female English learning and academic performance. What stand out is English words that exert an essential impact on English study process and strongly associated with the comprehensive outcomes. However, studies focus on two sexes’ English learning anxiety differences and senior high school English vocabulary learning are still relatively rare, especially for the combination of which two aspects. Thus, this work is devoted to make further understanding of the English vocabulary learning anxiety differences between two genders and possible factors involved. 64 second-grade students were selected and surveyed through a questionnaire adapted from Foreign Language Classroom Anxiety Scale by Horwitz and Likert to analyze relative anxiety feelings and attitudes towards domestic senior high school English vocabulary learning courses. The experimental results showed that: The English vocabulary learning anxiety of both male and female belongs to upper middle state while that of female students is slightly higher than the rest. External forces, students’ self-recognition and consciousness towards English learning are the main resources of anxiety.
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Pablo, Keira Danielle, Kale Gezler Cadorna, Roman Cabanag, et al. "Perceptions, Benefits, and Challenges of Students in SMU Senior High School on the Integration of Generative AI." Psychology and Education: A Multidisciplinary Journal 35, no. 3 (2025): 242–64. https://doi.org/10.70838/pemj.350304.
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As we stand at the cusp of a revolution in classrooms, the utilization of Generative Artificial Intelligence (GenAI) in education has catapulted scholarly discourses into the spotlight. However, few research studies have delved into the potential benefits and challenges of GenAI in education. This study sought to determine the perceptions, benefits, and challenges of students in Saint Mary's University Senior High School (SMUSHS) regarding the use of generative AI. The study employed a descriptive-comparative research design, using both quantitative and qualitative methods. A Likert scale was used in the quantitative section, while an open-ended question was used for the qualitative part. With the use of purposive sampling, 274 students were selected as the respondents of the study. After data analysis, findings revealed that senior high school students positively perceive generative AI in education as a tool that enhances learning outcomes. Additionally, students tend to focus more on potential drawbacks than benefits when it comes to GenAI, as evidenced by the significantly higher average level of perceived challenges than benefits students experience in their education. It was also found that the frequency of usage of GenAI has a significant difference in students' perceptions of the use of GenAI in education and on the perceived benefits of GenAI in education. Furthermore, academic standing also played a major role in shaping the students' perceived challenges. For the potential integration of GenAI in education, the majority of the respondents suggest that restrictions and limitations be implemented as well as strengthening AI policies to ensure that students are not relying solely on AI for their academic work. This study could serve as a basis for formulating policies and guidelines on the use of GenAI in education and conducting seminars for students and teachers to address misconceptions and increase awareness of the benefits of using generative AI in educational settings.
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Kienka, Rita. "Impact of dialectic behavior therapy and assertiveness training on mental health of socially stressed senior secondary students." Global Journal of Guidance and Counseling in Schools: Current Perspectives 13, no. 1 (2023): 01–10. http://dx.doi.org/10.18844/gjgc.v13i1.8827.
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Social stress from substance abuse is common and worrisome, especially among adolescents. Therefore, this study examined “Dialectical Behavior Therapy and Assertiveness Training” in the management of mental health problems of high school seniors who abuse substances. In the resADDREearch, quasi-experimental pre-test and post-test design were used. The research was conducted with 75 students using the multi-stage sampling method. Tools used to collect data are Car, Relax, Alone, Forget, Family/Friend Issue, Warwick Edinburgh Mental Well-Being Scale, and Social Phobia Inventory. Two research questions were raised, and two research hypotheses were tested at the 0.05 significance level. The findings revealed that there was a significant difference in the psychosocial problems of adolescents in high school seniors as a result of the interventions, but dialectical behavioral Therapy had a greater effect in reducing adolescents’ social stress, although both treatments had significant effects. Based on the findings, it was recommended that assertiveness education be added to the secondary school curriculum to reduce the incidence of substance abuse.
 Keywords: Mental health, substance abuse, dialectic behavior therapy, assertiveness training.
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Barri, Khym Harold R., Rhianna Kei M. Nalcot, Arriana Amor F. Espanueva, et al. "An Assessment of Senior High School Students’ Digital Literacy and Social Media Netiquette." Asian Research Journal of Arts & Social Sciences 23, no. 5 (2025): 100–114. https://doi.org/10.9734/arjass/2025/v23i5685.
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Aims: This study investigated the relationship between levels of digital literacy (data literacy, information literacy, media literacy, visual literacy, and meta literacy) and social media netiquette among Senior High School students. Study Design: A descriptive-correlational research design was employed to explore the possible associations among the variables. Place and Duration of Study: The study was conducted at San Isidro College, Malaybalay City, Bukidnon, Philippines, during the academic year 2024–2025. Methodology: A total of 153 Senior High School students from Grades 11 to 12 were selected through stratified random sampling. Data were gathered using a researcher-made questionnaire that measured digital literacy in terms of data literacy, information literacy, media literacy, visual literacy, and meta literacy, as well as the students’ social media netiquette. Descriptive statistics were used to describe student levels, while Pearson correlation analysis was conducted to determine relationships among variables. Results: The results revealed that the students have high levels of digital literacy across the dimensions of data literacy (M = 3.85, SD = 0.87), information literacy (M = 4.03, SD = 0.83), media literacy (M = 4.05, SD = 0.84), visual literacy (M = 3.98, SD = 0.82), and meta literacy (M = 3.98, SD = 0.83), having an overall mean of 3.97 (SD = 0.02). Additionally, students social media netiquette also resulted as high (M = 3.97, SD = 0.83). However, the Correlation analysis revealed no significant relationship between digital literacy and social media netiquette, with data literacy (r = -0.315, p = 0.253), information literacy (r = -0.281, p = 2.273), media literacy (r = -0.175, p = 0.501), visual literacy (r = -0.024, p = 0.927), and meta literacy (r = -0.413, p = 0876) all showing very weak and non-significant correlations. non-significant. Conclusion: The Senior High School students showed high levels of digital literacy and social media netiquette. However, these variables did not significantly correlate with each other. This implies that improvements in digital literacy do not necessarily lead to better adherence to social media netiquette among students, suggesting that there is no mutual influence between these two variables. Further research could expand the sample size or investigate other factors influencing digital literacy and social media netiquette, providing a more comprehensive understanding of how students carry themselves in this digital era. Additionally, this study offers a unique contribution by demonstrating understanding that teaching digital literacy alone may not be sufficient to cultivate appropriate social media conduct among the students, as high levels of digital literacy result does not equate to responsible social media use. While many studies concentrate on technical skills and information retrieval this research underscore the importance of ethical and respectful communication in digital environment. Moreover, this opens avenues for further research on to the factors that influence social media behavior among digitally literate students it raises question about what additional skills or knowledge might be necessary to ensure that students not only know how to use technology but also understand the implication of their online actions. These findings underscore the need for educators and policymakers to consider factors beyond digital literacy, such as emotional intelligence or personal values, when designing programs to improve online conduct.
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Rugaiyah, Rugaiyah. "Derivational and Inflectional Morphemes: A Morphological Analisis." J-SHMIC : Journal of English for Academic 5, no. 2 (2018): 73–85. http://dx.doi.org/10.25299/jshmic.2018.vol5(2).1887.
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This study was intended to describe the category of inflectional and derivational morphemes found in Reading Texts of 2013 Curriculum English Textbook for the X Grade of Senior High Schools Published by Ministry of Education and Culture. Morpheme is used to refer to the smallest unit that has meaning or serves a grammatical function in a language. The morphemes which can meaningfully stand alone are called free morphemes while the morphemes such as –er and –s, which cannot meaningfully stand alone are called bound morphemes. The design of this study was descriptive qualitative. The results of this study show that Derivational prefixes consist of inter-, eco-, un-, ar-, pre-, re-, pro-, be-, de-, in-, dis-, a-, ex-, auto-, mis-, agri-, em-, ap-, im- and al-. While, Derivational suffixes consist of four categories. Thus are nominal, verbal, adjectival, and adverbial suffixes. First, nominal suffixes, namely –ism, -ation, -al, -ing, -ist, -or, -ity, -er, -ance, -ment, -ion, -ess, -ium, -ature, -ry, -ant, -ce, -ive, -cy, -y, -r, -ge, and -ness. Second, Verbal suffixes, namely –n and –ize. Third, Adjectival suffixes, namely –al, -ly, -ous, -ing, -able, -ic, -ish, -ive, -ian, -ny, -less, -ed, -ary, -nese, -y, and –ful and the last is adverbial suffix –ly. Otherwise, the categories of inflectional morphemes that found in texts consist of Noun suffixes (plural) such as; –s, -ies, and –es, Noun suffixes (possessive) e.g; –s’ and -’s, Verb suffixes (3rd person singular) are –s and –es, Verb suffixes (past tense) are –ed and –d, Verb suffixes (past participle) such as; –n, -d, and -ed, Adjective suffixes (comparative) are –er, - r, and –ier and Adjective suffixes (superlative) are –st and –est. Therefore, based on the result of finding verb suffixes are not found.
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Fajria, Indah, Desy Hanisa Putri, and Iwan Setiawan. "PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) KINEMATIKA GERAK LURUS PADA SMA MENGGUNAKAN LEARNING CYCLE 7E UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA." Amplitudo : Jurnal Ilmu dan Pembelajaran Fisika 2, no. 2 (2023): 151–60. http://dx.doi.org/10.33369/ajipf.2.2.151-160.
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ABSTRAK Penelitian ini merupakan jenis penelitian dan pengembangan (R&D) yang bertujuan untuk menghasilkan produk, mendeskripsikan kelayakan, mendeskripsikan karakteristik dan mengetahui respons siswa terhadap LKPD kinematika gerak lurus menggunakan Learning Cycle 7E untuk melatihkan keterampilan berpikir kritis siswa SMA. Penelitian ini menggunakan model pengembangan 4D yang di modifikasi menjadi 3D yaitu define, design, dan development. Pada tahap define terdiri dari studi literatur, analisis observasi awal dan analisis questioner awal kebutuhan guru dan siswa. Tahap design terdiri rancangan produk LKPD dan tahap development terdiri validasi ahli, revisi berdasarkan saran/masukan dari validasi ahli dan melakukan uji keterbacaan produk kepada siswa. Hasil validasi ahli yang telah dilakukan menunjukkan bahwa LKPD yang dikembangkan dalam kategori sangat layak yaitu dengan nilai 84,44 % dan respons siswa pada kategori sangat baik yaitu dengan nilai 91,11%. Karakteristik dari LKPD ini terdiri dari 5 karakteristik yaitu self instructional, self contained, stand alone, adaptif, and user friendly. Kata kunci: Penelitian dan pengembangan (R&D), LKPD, Learning Cycle 7E, dan Keterampilan berpikir kritis ABSTRACT This research is a type research and development (R&D) aimed at producing products, describe worthiness, describe characteristics and determine student responses to LKPD kinematics straight motion using the learning cycle 7E to improve senior high school students critical thinking skills. This research uses a 4D development model that is modified into 3D, namely define, design, and development. At the define stage consists of a literature study, an early observational analysis and questioner an early analysis of the needs and students. The design phase consists of expert validation, a revision based on the advice/input from expert validation and conducting the study of product reading to students. The results of expert validation that have been carried out show that the LKPD developed in the very feasible category is with a score of 84,44% and student responses in the very good category, namely with a score of 91,11%. The characteristics of this LKPD consist of 5 characteristics namely self instructional, self contained, stand alone, adaptive, and user friendly. Keywords: Research and development, LKPD, Learning Cycle 7E and Critical Thinking Skills.
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Kusumaningtiar, Devi Angeliana, Erna Veronika, Veza Azteria, and Taufik Rendi Anggara. "Water, Sanitation, and Hygiene in Indonesia School: Facilities and Infrastructure Availability." Journal of Research and Health 14, no. 03 (2024): 291–96. http://dx.doi.org/10.32598/jrh.14.3.2255.2.
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Background: One of the sustainable development goals (SDGs) is universal access to clean water and basic sanitation by 2030. Water, sanitation, and hygiene (WASH) support SDG targets such as eliminating poverty and improving health and education. Methods: The sample of this study amounted to 30 schools consisting of 10 elementary schools, 10 junior high schools, and 10 senior high schools. Sampling was based on stakeholder decisions on several issues related to washing. Results: This study was conducted by directly observing schools regarding the amount of drinking water, number of toilets, bathrooms, handwashing facilities alone, and handwashing facilities with water and soap. The results showed that elementary and junior high schools have insufficient toilet facilities and low handwashing facilities with water and soap. The average number of handwashing facilities with water and soap in schools in Bekasi City, Indonesia, was 1 for elementary schools, followed by junior high schools and high schools for 4-5 points. Conclusion: As soap is still unavailable in many Bekasi City schools, and there are inadequate handwashing facilities, it is recommended that handwashing facilities must be available with soap and water.
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Cabuquin, Jomar C. "Examining Multiple Intelligences and Performance of Science, Technology, Engineering, and Mathematics (STEM) Students in the Specialized Subjects." European Journal of Education and Pedagogy 3, no. 5 (2022): 55–60. http://dx.doi.org/10.24018/ejedu.2022.3.5.426.
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This study generally examined the multiple intelligences of the Senior high school (SHS) students under the Science, Technology, Engineering, and Mathematics (STEM) strand and their performance in the specialized subjects. Descriptive and comparative research designs were utilized to measure the variation among the identified study variables. It involved 193 STEM students (composed of 94 males and 99 females) who were selected using complete enumeration sampling. Secondary data on students' performance in the specialized subjects and an adopted Multiple Intelligence Inventory survey questionnaire were employed to collect the data. The T-test for two independent samples was likewise used to examine the significant difference between the performance in the specialized subjects of students with STEM strand as their preferred choice and those who do not prefer STEM. Based on the results, interpersonal intelligence was shown to be the most dominant intelligence type among STEM students, whereas logical intelligence was determined to be the least dominant. On the specialized subjects’ performance, the students demonstrated very good to superior performance in pre-calculus, general biology, and basic calculus subjects. Meanwhile, the study indicated no significant difference in the specialized subjects’ performance between students with STEM strand as their preferred choice and those who do not prefer STEM. Career guidance orientation for students must be reinforced so that they can be advised on what career track or stand to take in senior high school. Future related studies are suggested to further substantiate the results.
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Gaad, Ana Liza Villano. "The Effects of Online Collaborative Learning (OCL) on Student Achievement and Engagement." IAFOR Journal of Education 10, no. 3 (2022): 31–49. http://dx.doi.org/10.22492/ije.10.3.02.
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This study determined the effects of Online Collaborative Learning (OCL) on student achievement and engagement in physical science. A one-group pretest/posttest pre-experimental research design was employed. The participants were Grade 11 students (n=30) in a public stand-alone senior high school in Congressional District 1, Quezon City, Philippines, who were selected using purposive sampling. This study utilized five research instruments: (1) OCL-based lesson plans, (2) Learning Activity Sheets (LAS), (3) Physical Science Achievement Test (PSAT), (4) CIP Engagement Questionnaire, and (5) Student Learning Experience Survey. The collected data were analyzed and interpreted quantitatively and qualitatively. Quantitative data were obtained from the validated 40-item achievement test and the adopted engagement questionnaire, while responses to the Student Learning Experience Survey provided qualitative data. Paired t-test was employed to determine the significant difference in achievement and engagement before and after the OCL’s implementation. The results showed a significant difference between the pretest and posttest mean scores of the students in the achievement and engagement in physical science. Likewise, there was a statistically significant difference between the pretest and posttest mean scores for all engagement factors: cooperation, interest, and participation. The result of the survey revealed that students’ exposure to the OCL strategy was effective in facilitating significant improvements in their achievement and engagement in physical science. Overall, the findings signified that Online Collaborative Learning (OCL) as a teaching-learning strategy enhanced students’ achievement and engagement in physical science.
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Felix, Angela Mae, Jabren Maguinduyos, John Mbike Perez, et al. "Awareness and Engagement of Senior High School Students with the Vision, Mission, and Goals of a Private Catholic School in Davao City." Psychology and Education: A Multidisciplinary Journal 38, no. 9 (2025): 991–1009. https://doi.org/10.70838/pemj.380903.
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This study explores the awareness and engagement of senior high school students with the Vision, Mission, and Goals (VMG) of a private Catholic school in Davao City, examining how these elements impact academic motivation and student involvement. Using a descriptive-correlational research design, the study surveys 136 students through a structured questionnaire to evaluate their familiarity with and application of the institution’s VMG. The results indicate that students generally possess a high level of awareness of the VMG, facilitated by substantial exposure through school activities and communications. However, their understanding remains limited, as many students are unable to fully articulate the principles in their own words. Although students demonstrate a high degree of alignment with the VMG in terms of personal values, the consistent application of these principles in daily life is less evident. Additionally, the study finds no significant differences in awareness or engagement based on gender, grade level, or academic strand, suggesting that current dissemination strategies effectively reach a broad student population. The analysis reveals a moderate positive correlation between awareness and engagement, underscoring that while awareness serves as a foundation for engagement, it alone is insufficient to drive meaningful participation. The study concludes that to enhance student engagement, the integration of VMG into both academic and extracurricular activities should be strengthened, with a focus on interactive and reflective methods. These findings contribute to the ongoing discourse on values-based education, offering practical recommendations for improving the internalization and application of institutional values in students' academic and personal development.
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Zuhdiyah, Zuhdiyah, Nyayu Khodijah, and Zulmi Ramdani. "Religious Belief: An Interpretative Phenomenological Analysis on the Experience of Minority Students in Implementing Religious Education." Qualitative Research in Education 13, no. 3 (2024): 243–61. http://dx.doi.org/10.17583/qre.11651.
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This study aims to explore students’ minority experiences while participating in religious education (RE). An interpretative phenomenological analysis (IPA) was used to answer the objective questions. Data were collected using the undergraduates’ diaries and in-depth interviews with 9 senior high school students which were selected by purposive sampling. Thematic analysis was used to categorize the information obtained. The result showed the three major themes that emerge in the IPA analysis, which include the strength of faith, basic knowledge, and a sense of religion. The finding interprets that informants have complete belief in the God they worship because of the basic understanding of religion that has been obtained from the family, community, and social media, even informants’ religious participation and activities have reached the level of sense. This study explains how the informants stand firm in worshipping their God despite receiving RE in various schools. This study concludes that even though informants are in a minority environment, they can still get religious education that is appropriate to their conditions through diverse activities and upholding the values of differences.
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Puspito, Agung Nugroho, Adhitya Wardhono, Ciplis Gema Qori’ah, et al. "Pentingnya Pendidikan Karakter untuk Siswa Sekolah Dasar dalam Semangat Belajar melalui Mencintai Orang Tua di SDN Ambulu 3." Jurnal Pengabdian Nasional (JPN) Indonesia 5, no. 3 (2024): 598–608. http://dx.doi.org/10.35870/jpni.v5i3.1034.
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Education is a fundamental component in the development of a nation, particularly for a developing country like Indonesia, which requires a generation of high-quality successors. To support this need, the government has implemented a 12-year compulsory education policy, covering education from Elementary School (SD) to Senior High School (SMA). Elementary School serves as the foundational stage for students' learning. However, academic education alone is insufficient to create a quality generation; character education also plays a key role in shaping individual attitudes. As moral values are increasingly eroded by modern developments, character education becomes even more essential. This study was conducted on 6th-grade students at SDN Ambulu 3, employing an approach that emphasizes the importance of appreciating parents. This approach aims to enhance students' awareness of their parents' roles in their lives and their responsibilities as learners. Data analysis was carried out using a qualitative descriptive method, with letter writing as the research instrument. The results indicate that character education with a focus on appreciating parents is effective in boosting students' enthusiasm for learning.
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Moneva, Jerald C., Monique Bantasan, and Ria M. Vertulfo. "Performance Tasks and Socialization of Students with Broken Family." International Journal of Social Science Research 8, no. 2 (2020): 88. http://dx.doi.org/10.5296/ijssr.v8i2.16789.
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Broken family leads to children being raised by single parents, stepparents or others not related to the biological parents. The study used a univariate likert scale among senior high school students in Jagobiao National High School. There are questions to gather the data. Firstly, students with broken family reported that they perform differently compared to the students with complete family. They do not have the confidence to stand out in class and even socializing the people around them. The findings of the study is statistically not significant between performance task and socialization of the students with broken family because the Cross tabulation presented that performance task does not affect the students socialization. Majority of the students perform well with a complete family rather than the broken ones. A number of students have fair confidence to socialize with other people. Other students with incomplete family poorly perform their task and their socialization skills rated poor as well. Hence, most of the students with incomplete family satisfactory perform their task and their socialization skill rated as satisfactory also. The study accentuates that the two variables performance task and socialization of the students with broken family does not have a significant correlation.
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Suscano, Shaine, Ivie Mahilum, Joshua Quipse, et al. "The Role of Student Engagement in Shaping Academic Performance." Psychology and Education: A Multidisciplinary Journal 31, no. 5 (2025): 520–25. https://doi.org/10.5281/zenodo.14772893.
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This study investigated the relationship between student engagement and academic performance among 119 Grade 11 students at Buenavista Integrated School in Zamboanga City, Philippines, for the school year 2024-2025. Employing a descriptive-correlational research design, the study utilized adapted survey questionnaires and school records to assess engagement and academic performance, respectively. Results revealed high levels of student engagement, particularly in areas related to family support and perceived educational value. Academic performance was categorized as "Satisfactory" with a mean score of 84.13. Surprisingly, statistical analysis showed no significant relationship between student engagement and academic performance (p-value = .179, R value = .124). These findings challenge conventional understanding of the engagement-performance relationship, suggesting that other factors such as teaching methods, student motivation, home environment, and individual study habits may play more substantial roles in determining academic outcomes. The study emphasizes the complexity of academic success and underscores the need for a multifaceted approach to improving student achievement that considers various influencing factors beyond engagement alone. Future research should explore additional variables that may influence academic performance and investigate how these interact with student engagement in different educational contexts, contributing to a more comprehensive understanding of the factors shaping academic success.