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1
Barkoukis, V., I. Taylor, J. Chanal, and N. Ntoumanis. "The relation between student motivation and student grades in physical education: A 3-year investigation." Scandinavian Journal of Medicine & Science in Sports 24, no. 5 (January 16, 2014): e406-e414. http://dx.doi.org/10.1111/sms.12174.
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Juliana, Juliana. "PENGARUH PENDEKATAN SAINTIFIK DAN AKTIVITAS SISWA TERHADAP KEMAMPUAN MENULIS DESKRIPSI SISWA DI KELAS V SDS GRACIA SUSTAIN MEDAN." Jurnal Tunas Bangsa 7, no. 2 (August 31, 2020): 295–309. http://dx.doi.org/10.46244/tunasbangsa.v7i2.1178.
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This research is based on: (1) students have not been able to apply ideas, opinions in writing specifically in descriptive writing; (2) teachers have not used innovative learning approach, so student learning activities did not increase; (3) the learning outcomes in descriptive writing on 5th grade student Gracia Sustain is low. This research is a quasi-experimental research. The population research are students of class Va and Vb Gracia Sustain Private Elementary School. The sample in this research is class Va as the control class that consist of 28 students which were taught using the an expository approach and for class Vb for the experimental class which were taught using scientific approach. The instruments used were: (1) the learning outcomes test, that was descriptive writing essay test; (2) student learning activity observation sheet. Those instruments had fulfilled the terms of content validity, construct validity and reliability coefficient. The findings of the research showed that: (1) the learning outcomes of students who received the scientific learning approach got mean score = 71.607 while the learning outcomes of student were using expository approach got the mean score = 53,929 (μA1> μA2); (2) based on the results of data calculations can be seen that students who were taught using high learning activity got mean score = 66.724, while the learning outcomes of students were taught using low learning activity got the mean score = 58,519; and (3) the hypothesis result testing showed that there is no interaction between of the use of scientific approach and student activities towards students ability in descriptive writing.
Abstrak
Penelitian ini dilatarbelakangi oleh: (1) siswa belum mampu menuangkan ide, pendapat dalam bentuk tulisan secara khusus menulis deskripsi; (2) guru belum menggunakan pendekatan pembelajaran yang inovatif, sehingga tidak meningkatkan aktivitas siswa; (3) hasil belajar menulis deskripsi siswa kelas V SDS Gracia Sustain rendah. Penelitian ini merupakan penelitian quasi eksperimen. Populasi penelitian ini adalah siswa kelas Va dan Vb Sekolah Dasar Swasta Gracia Sustain dan sebagai sampel dalam penelitian ini adalah kelas Va untuk kelas kontrol sebanyak 28 siswa yang diajarkan dengan menggunakan pendekatan ekspositori dan untuk kelas kontrol kelas Vb sebanyak 28 siswa yang diajarkan dengan menggunakan pendekatan saintifik. Instrumen yang digunakan terdiri dari: (1) tes hasil belajar yang digunakan dalam penelitian ini berbentuk essay test menulis deskripsi; (2) lembar observasi aktivitas siswa. Instrumen tersebut telah memenuhi syarat validitas isi dan validitas konstruk serta koefisien reliabilitas. Hasil penelitian menunjukkan bahwa: (1) hasil belajar siswa yang diajarkan dengan pendekatan saintifik memperoleh nilai rata-rata 71.607 sedangkan hasil belajar siswa yang diajar dengan pendekatan ekspositori memperoleh nilai rata-rata 53.929 ( ; (2) berdasarkan hasil perhitungan data dapat diketahui bahwa siswa yang diajarkan dengan menggunakan aktivitas tinggi memperoleh nilai rata-rata = 66.724, sedangkan hasil belajar kemampuan menulis deskripsi yang menggunakan aktivitas rendah memperoleh nilai rata-rata = 58.519; dan (3) hasil pengujian hipotesis diperoleh tidak terdapat interaksi antara pendekatan saintifik dan aktivitas siswa terhadap kemampuan menulis deskripsi siswa.
Kata Kunci : Pendekatan Saintifik, Pendekatan Ekspositori, Hasil Belajar, dan Aktivitas Siswa
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Al-Thobity, Ahmad, Imran Farooq, and Soban Khan. "Effect of software facilitated teaching on final grades of dental students in a dental morphology course." Saudi Medical Journal 38, no. 2 (February 1, 2017): 192–95. http://dx.doi.org/10.15537/smj.2017.2.15627.
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Keller, Tamás, and Péter Szakál. "Not just words! Effects of a light-touch randomized encouragement intervention on students’ exam grades, self-efficacy, motivation, and test anxiety." PLOS ONE 16, no. 9 (September 15, 2021): e0256960. http://dx.doi.org/10.1371/journal.pone.0256960.
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Motivated by the self-determination theory of psychology, we investigate how simple school practices can forge students’ engagement with the academic aspect of school life. We carried out a large-scale preregistered randomized field experiment with a crossover design, involving all the students of the University of Szeged in Hungary. Our intervention consisted of an automated encouragement message that praised students’ past achievements and signaled trust in their success. The treated students received encouragement messages before their exam via two channels: e-mail and SMS message. The control students did not receive any encouragement. Our primary analysis compared the treated and control students’ end-of-semester exam grades, obtained from the university’s registry. Our secondary analysis explored the difference between the treated and control students’ self-efficacy, motivation, and test anxiety, obtained from an online survey before students’ exams. We did not find an average treatment effect on students’ exam grades. However, in the subsample of those who answered the endline survey, the treated students reported higher self-efficacy than the control students. The treatment affected students’ motivation before their first exam—but not before their second—and did not affect students’ test anxiety. Our results indicate that automated encouragement messages sent shortly before exams do not boost students’ exam grades, but they do increase self-efficacy. These results contribute to understanding the self-efficacy mechanism through which future encouragement campaigns might exert their effect. We conclude that encouraging students and raising their self-efficacy might create a school climate that better engages students with the academic aspect of school life.
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Schechter, Rachel, Paul Macaruso, Elizabeth R. Kazakoff, and Elizabeth Brooke. "Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades." Computers in the Schools 32, no. 3-4 (October 2, 2015): 183–200. http://dx.doi.org/10.1080/07380569.2015.1100652.
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Kamps, Debra, Mary Abbott, Charles Greenwood, Carmen Arreaga-Mayer, Howard Wills, Jennifer Longstaff, Michelle Culpepper, and Cheryl Walton. "Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention." Learning Disability Quarterly 30, no. 3 (August 2007): 153–68. http://dx.doi.org/10.2307/30035561.
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This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.
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Sholihah, Khilayatus. "THE EFFECTIVENESS OF ROUND ROBIN SUMMARIZING ON READING COMPREHENSION FOR THE TENTH GRADES STUDENTS OF SMA NAHDLATUL ULAMA 2 GRESIK." Journal of English Teaching, Literature, and Applied Linguistics 1, no. 1 (March 27, 2018): 1. http://dx.doi.org/10.30587/jetlal.v1i1.321.
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Reading has an important role towards speaking in which speaking needs much vocabulary knowledge to develop ideas in communication. By reading activity readers can obtain much information. English as foreign language has some aspects in learning it. So, the aspect can be mastered by appropriate strategy. One of the strategies is round robin summarizing technique. Round robin summarizing can be one of strategy in learning reading skill. The purpose of this research is to investigate the significant effect of round robin summarizing in reading skill for 10th grade students at SMA Nahdlatul Ulama 2 Gresik in academic year of 2016/2017. In this research, the researcher used quantitative research and it refers to experimental research design because the purpose of the research is to investigate the effect of round robin summarizing on students’ reading comprehension. This research started during December, 2016. The population of this research was the tenth grade students of SMA Nahdlatul Ulama 2 Gresik. Because the population is large the researcher decided to use cluster sampling technique to select two classes with the same ability. Two classes were taken as the sample of the research. Those are X-A as the experimental group and X-B as the control group. The data tested using t-test formula by comparing the mean score of pre-test and post-test from both of classes. The result of post-test score mean showed that experimental group was higher than control group. The post-test score mean of the experimental group was 58.67 while the control group was 53.12. The result of this study showed that probability value both of the groups was 0.000 (0.000 < 0.005). This result showed that the experimental group and the control group were different in their ability after giving treatment. So, the null hypothesis could be rejected. Then, the null hypothesis stated that there was significant different using round robin summarizing towards students’ reading comprehension between experiment and control groups. Based on the description above, the researcher found that there was significant different in reading comprehending between the students who were taught using round robin summarizing and who were taught without using round robin summarizing. Having known from the finding of the study, it was indicated that round robin summarizing significantly influence towards students’ reading comprehension of students at SMA Nahdlatul Ulama 2 Gresik. For further researcher, the researcher hopefully round robin summarizing can be used in different skill.
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Aeni, Wiwik Akhirul, and Ade Yusupa. "MODEL MEDIA PEMBELAJARAN E-KOMIK UNTUK SMA." Jurnal Kwangsan 6, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.31800/jkwangsan-jtp.v6n1.p1--12.
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The development of learning media model becomes a necessity for improving the quality of education in Indonesia. Following the development of technology and information, new models continue to be developed, one of which is comic. This study aims to develop a model of electronic comic (e-Comic) as a medium of learning. With the ADDIE development method, it is done through needs analysis, model design, prototype development, prototype implementatio (testing) and evaluation of prototype implementation results to the field. The result is a comic electronic model in which graphic-shaped graphics are highlighted to deliver learning materials in accordance with the applicable curriculum. The material is delivered in story form so the delivery is not rigid. Implementation of field trial prorotype obtained data that the user liked the model of this e-Comic learning media and feel like learning to read comics with digital format. The conclusion of the development of e-Comic model, innovative learning media, fun, effective and efficient, so as to increase the students' attention in understanding the subject AbstrakPengembangan model media pembelajaran menjadi kebutuhan untuk peningkatan kualitas pendidikan di Indonesai. Mengikuti perkembangan teknologi dan informasi, model-model baru terus dikembangkan dari waktu ke waktu. Komik yang dimaknai sebagai sebuah gambar kartun berteks mampu menyampaikan sebuah pesan dengan gaya yang ringan dan menyenangkan.Tujuan pembuatan model ini untuk membuat sebuah model berformat elektronik komik (E-komik) sebagai media pembelajaran menyampaikan materi pendidikan. Dengan metode pengembangan ADDIE, yang dimulai dengan kegiatan Analisis Kebutuhan, Desain/Perancangan Model, Development Prototype, Implementasi Prototype berbentuk ujicoba prototype ke user dan dilanjutkan dengan Evaluasi hasil implementasi prototype ke lapangan model Elektronik komik ini dikembangkan. Hasil dari pengembangan ini adalah sebuah model elektronik komik yang didalamnya berupa grafis berbentuk kartun ditonjolkan untuk menyampaikan materi-materi pembelajaran sesuai dengan kurikulum yang berlaku di sekolah. Materi disampaikan dalam bentuk cerita sehingga penyampaiannya tidak kaku. Implementasi ujicoba prorotype dilapangan diperoleh data bahwa user menyukai model media pembelajaran E-komik ini dan merasa belajar seperti membaca komik dengan format digital. Kesimpulan pengembangan model E-komik yang dilakukan menjadi salah satu jawaban atas kebutuhan terhadap media pembelajaran yang inovatif, menyenangkan, efektif dan efisien, sehingga dapat meningkatkan perhatian siswa dalam memahani mata ajar. Untuk itu penerapannya dapat dilakukan secara bertahap pada SMA tertentu.
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Aeni, Wiwik Akhirul, and Ade Yusupa. "MODEL MEDIA PEMBELAJARAN E-KOMIK UNTUK SMA." Jurnal Kwangsan 6, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.31800/jtp.kw.v6n1.p1--12.
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The development of learning media model becomes a necessity for improving the quality of education in Indonesia. Following the development of technology and information, new models continue to be developed, one of which is comic. This study aims to develop a model of electronic comic (e-Comic) as a medium of learning. With the ADDIE development method, it is done through needs analysis, model design, prototype development, prototype implementatio (testing) and evaluation of prototype implementation results to the field. The result is a comic electronic model in which graphic-shaped graphics are highlighted to deliver learning materials in accordance with the applicable curriculum. The material is delivered in story form so the delivery is not rigid. Implementation of field trial prorotype obtained data that the user liked the model of this e-Comic learning media and feel like learning to read comics with digital format. The conclusion of the development of e-Comic model, innovative learning media, fun, effective and efficient, so as to increase the students' attention in understanding the subject AbstrakPengembangan model media pembelajaran menjadi kebutuhan untuk peningkatan kualitas pendidikan di Indonesai. Mengikuti perkembangan teknologi dan informasi, model-model baru terus dikembangkan dari waktu ke waktu. Komik yang dimaknai sebagai sebuah gambar kartun berteks mampu menyampaikan sebuah pesan dengan gaya yang ringan dan menyenangkan.Tujuan pembuatan model ini untuk membuat sebuah model berformat elektronik komik (E-komik) sebagai media pembelajaran menyampaikan materi pendidikan. Dengan metode pengembangan ADDIE, yang dimulai dengan kegiatan Analisis Kebutuhan, Desain/Perancangan Model, Development Prototype, Implementasi Prototype berbentuk ujicoba prototype ke user dan dilanjutkan dengan Evaluasi hasil implementasi prototype ke lapangan model Elektronik komik ini dikembangkan. Hasil dari pengembangan ini adalah sebuah model elektronik komik yang didalamnya berupa grafis berbentuk kartun ditonjolkan untuk menyampaikan materi-materi pembelajaran sesuai dengan kurikulum yang berlaku di sekolah. Materi disampaikan dalam bentuk cerita sehingga penyampaiannya tidak kaku. Implementasi ujicoba prorotype dilapangan diperoleh data bahwa user menyukai model media pembelajaran E-komik ini dan merasa belajar seperti membaca komik dengan format digital. Kesimpulan pengembangan model E-komik yang dilakukan menjadi salah satu jawaban atas kebutuhan terhadap media pembelajaran yang inovatif, menyenangkan, efektif dan efisien, sehingga dapat meningkatkan perhatian siswa dalam memahani mata ajar. Untuk itu penerapannya dapat dilakukan secara bertahap pada SMA tertentu.
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Aeni, Wiwik Akhirul, and Ade Yusupa. "MODEL MEDIA PEMBELAJARAN E-KOMIK UNTUK SMA." Jurnal Kwangsan 6, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.31800/jtp.kw.v6n1.p1--17.
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The development of learning media model becomes a necessity for improving the quality of education in Indonesia. Following the development of technology and information, new models continue to be developed, one of which is comic. This study aims to develop a model of electronic comic (e-Comic) as a medium of learning. With the ADDIE development method, it is done through needs analysis, model design, prototype development, prototype implementatio (testing) and evaluation of prototype implementation results to the field. The result is a comic electronic model in which graphic-shaped graphics are highlighted to deliver learning materials in accordance with the applicable curriculum. The material is delivered in story form so the delivery is not rigid. Implementation of field trial prorotype obtained data that the user liked the model of this e-Comic learning media and feel like learning to read comics with digital format. The conclusion of the development of e-Comic model, innovative learning media, fun, effective and efficient, so as to increase the students' attention in understanding the subject AbstrakPengembangan model media pembelajaran menjadi kebutuhan untuk peningkatan kualitas pendidikan di Indonesai. Mengikuti perkembangan teknologi dan informasi, model-model baru terus dikembangkan dari waktu ke waktu. Komik yang dimaknai sebagai sebuah gambar kartun berteks mampu menyampaikan sebuah pesan dengan gaya yang ringan dan menyenangkan.Tujuan pembuatan model ini untuk membuat sebuah model berformat elektronik komik (E-komik) sebagai media pembelajaran menyampaikan materi pendidikan. Dengan metode pengembangan ADDIE, yang dimulai dengan kegiatan Analisis Kebutuhan, Desain/Perancangan Model, Development Prototype, Implementasi Prototype berbentuk ujicoba prototype ke user dan dilanjutkan dengan Evaluasi hasil implementasi prototype ke lapangan model Elektronik komik ini dikembangkan. Hasil dari pengembangan ini adalah sebuah model elektronik komik yang didalamnya berupa grafis berbentuk kartun ditonjolkan untuk menyampaikan materi-materi pembelajaran sesuai dengan kurikulum yang berlaku di sekolah. Materi disampaikan dalam bentuk cerita sehingga penyampaiannya tidak kaku. Implementasi ujicoba prorotype dilapangan diperoleh data bahwa user menyukai model media pembelajaran E-komik ini dan merasa belajar seperti membaca komik dengan format digital. Kesimpulan pengembangan model E-komik yang dilakukan menjadi salah satu jawaban atas kebutuhan terhadap media pembelajaran yang inovatif, menyenangkan, efektif dan efisien, sehingga dapat meningkatkan perhatian siswa dalam memahani mata ajar. Untuk itu penerapannya dapat dilakukan secara bertahap pada SMA tertentu.
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Aeni, Wiwik Akhirul, and Ade Yusupa. "MODEL MEDIA PEMBELAJARAN E-KOMIK UNTUK SMA." Jurnal Kwangsan 6, no. 1 (June 29, 2018): 43. http://dx.doi.org/10.31800/jtp.kw.v6n1.p43--59.
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The development of learning media model becomes a necessity for improving the quality of education in Indonesia. Following the development of technology and information, new models continue to be developed, one of which is comic. This study aims to develop a model of electronic comic (e-Comic) as a medium of learning. With the ADDIE development method, it is done through needs analysis, model design, prototype development, prototype implementatio (testing) and evaluation of prototype implementation results to the field. The result is a comic electronic model in which graphic-shaped graphics are highlighted to deliver learning materials in accordance with the applicable curriculum. The material is delivered in story form so the delivery is not rigid. Implementation of field trial prorotype obtained data that the user liked the model of this e-Comic learning media and feel like learning to read comics with digital format. The conclusion of the development of e-Comic model, innovative learning media, fun, effective and efficient, so as to increase the students' attention in understanding the subject AbstrakPengembangan model media pembelajaran menjadi kebutuhan untuk peningkatan kualitas pendidikan di Indonesai. Mengikuti perkembangan teknologi dan informasi, model-model baru terus dikembangkan dari waktu ke waktu. Komik yang dimaknai sebagai sebuah gambar kartun berteks mampu menyampaikan sebuah pesan dengan gaya yang ringan dan menyenangkan.Tujuan pembuatan model ini untuk membuat sebuah model berformat elektronik komik (E-komik) sebagai media pembelajaran menyampaikan materi pendidikan. Dengan metode pengembangan ADDIE, yang dimulai dengan kegiatan Analisis Kebutuhan, Desain/Perancangan Model, Development Prototype, Implementasi Prototype berbentuk ujicoba prototype ke user dan dilanjutkan dengan Evaluasi hasil implementasi prototype ke lapangan model Elektronik komik ini dikembangkan. Hasil dari pengembangan ini adalah sebuah model elektronik komik yang didalamnya berupa grafis berbentuk kartun ditonjolkan untuk menyampaikan materi-materi pembelajaran sesuai dengan kurikulum yang berlaku di sekolah. Materi disampaikan dalam bentuk cerita sehingga penyampaiannya tidak kaku. Implementasi ujicoba prorotype dilapangan diperoleh data bahwa user menyukai model media pembelajaran E-komik ini dan merasa belajar seperti membaca komik dengan format digital. Kesimpulan pengembangan model E-komik yang dilakukan menjadi salah satu jawaban atas kebutuhan terhadap media pembelajaran yang inovatif, menyenangkan, efektif dan efisien, sehingga dapat meningkatkan perhatian siswa dalam memahani mata ajar. Untuk itu penerapannya dapat dilakukan secara bertahap pada SMA tertentu.
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Aeni, Wiwik Akhirul, and Ade Yusupa. "MODEL MEDIA PEMBELAJARAN E-KOMIK UNTUK SMA." Jurnal Kwangsan 6, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.31800/jtpk.v6n1.p1--12.
Full textAbstract:
The development of learning media model becomes a necessity for improving the quality of education in Indonesia. Following the development of technology and information, new models continue to be developed, one of which is comic. This study aims to develop a model of electronic comic (e-Comic) as a medium of learning. With the ADDIE development method, it is done through needs analysis, model design, prototype development, prototype implementatio (testing) and evaluation of prototype implementation results to the field. The result is a comic electronic model in which graphic-shaped graphics are highlighted to deliver learning materials in accordance with the applicable curriculum. The material is delivered in story form so the delivery is not rigid. Implementation of field trial prorotype obtained data that the user liked the model of this e-Comic learning media and feel like learning to read comics with digital format. The conclusion of the development of e-Comic model, innovative learning media, fun, effective and efficient, so as to increase the students' attention in understanding the subject AbstrakPengembangan model media pembelajaran menjadi kebutuhan untuk peningkatan kualitas pendidikan di Indonesai. Mengikuti perkembangan teknologi dan informasi, model-model baru terus dikembangkan dari waktu ke waktu. Komik yang dimaknai sebagai sebuah gambar kartun berteks mampu menyampaikan sebuah pesan dengan gaya yang ringan dan menyenangkan.Tujuan pembuatan model ini untuk membuat sebuah model berformat elektronik komik (E-komik) sebagai media pembelajaran menyampaikan materi pendidikan. Dengan metode pengembangan ADDIE, yang dimulai dengan kegiatan Analisis Kebutuhan, Desain/Perancangan Model, Development Prototype, Implementasi Prototype berbentuk ujicoba prototype ke user dan dilanjutkan dengan Evaluasi hasil implementasi prototype ke lapangan model Elektronik komik ini dikembangkan. Hasil dari pengembangan ini adalah sebuah model elektronik komik yang didalamnya berupa grafis berbentuk kartun ditonjolkan untuk menyampaikan materi-materi pembelajaran sesuai dengan kurikulum yang berlaku di sekolah. Materi disampaikan dalam bentuk cerita sehingga penyampaiannya tidak kaku. Implementasi ujicoba prorotype dilapangan diperoleh data bahwa user menyukai model media pembelajaran E-komik ini dan merasa belajar seperti membaca komik dengan format digital. Kesimpulan pengembangan model E-komik yang dilakukan menjadi salah satu jawaban atas kebutuhan terhadap media pembelajaran yang inovatif, menyenangkan, efektif dan efisien, sehingga dapat meningkatkan perhatian siswa dalam memahani mata ajar. Untuk itu penerapannya dapat dilakukan secara bertahap pada SMA tertentu.
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Aeni, Wiwik Akhirul, and Ade Yusupa. "MODEL MEDIA PEMBELAJARAN E-KOMIK UNTUK SMA." Jurnal Kwangsan 6, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.31800/jurnalkwangsan.v6i1.66.
Full textAbstract:
The development of learning media model becomes a necessity for improving the quality of education in Indonesia. Following the development of technology and information, new models continue to be developed, one of which is comic. This study aims to develop a model of electronic comic (e-Comic) as a medium of learning. With the ADDIE development method, it is done through needs analysis, model design, prototype development, prototype implementatio (testing) and evaluation of prototype implementation results to the field. The result is a comic electronic model in which graphic-shaped graphics are highlighted to deliver learning materials in accordance with the applicable curriculum. The material is delivered in story form so the delivery is not rigid. Implementation of field trial prorotype obtained data that the user liked the model of this e-Comic learning media and feel like learning to read comics with digital format. The conclusion of the development of e-Comic model, innovative learning media, fun, effective and efficient, so as to increase the students' attention in understanding the subject AbstrakPengembangan model media pembelajaran menjadi kebutuhan untuk peningkatan kualitas pendidikan di Indonesai. Mengikuti perkembangan teknologi dan informasi, model-model baru terus dikembangkan dari waktu ke waktu. Komik yang dimaknai sebagai sebuah gambar kartun berteks mampu menyampaikan sebuah pesan dengan gaya yang ringan dan menyenangkan.Tujuan pembuatan model ini untuk membuat sebuah model berformat elektronik komik (E-komik) sebagai media pembelajaran menyampaikan materi pendidikan. Dengan metode pengembangan ADDIE, yang dimulai dengan kegiatan Analisis Kebutuhan, Desain/Perancangan Model, Development Prototype, Implementasi Prototype berbentuk ujicoba prototype ke user dan dilanjutkan dengan Evaluasi hasil implementasi prototype ke lapangan model Elektronik komik ini dikembangkan. Hasil dari pengembangan ini adalah sebuah model elektronik komik yang didalamnya berupa grafis berbentuk kartun ditonjolkan untuk menyampaikan materi-materi pembelajaran sesuai dengan kurikulum yang berlaku di sekolah. Materi disampaikan dalam bentuk cerita sehingga penyampaiannya tidak kaku. Implementasi ujicoba prorotype dilapangan diperoleh data bahwa user menyukai model media pembelajaran E-komik ini dan merasa belajar seperti membaca komik dengan format digital. Kesimpulan pengembangan model E-komik yang dilakukan menjadi salah satu jawaban atas kebutuhan terhadap media pembelajaran yang inovatif, menyenangkan, efektif dan efisien, sehingga dapat meningkatkan perhatian siswa dalam memahani mata ajar. Untuk itu penerapannya dapat dilakukan secara bertahap pada SMA tertentu.
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Sevil Serrano, Javier, Alberto Aibar Solana, Ángel Abós Catalán, and Luis García González. "El clima motivacional del docente de Educación Física: ¿Puede afectar a las calificaciones del alumnado? (Motivational climate of teaching physical education: Could it affect student grades?)." Retos, no. 31 (July 24, 2016): 98–102. http://dx.doi.org/10.47197/retos.v0i31.46514.
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El objetivo del estudio fue analizar la relación entre diversas variables motivacionales y la calificación académica en una unidad didáctica (UD) de Educación Física (EF). Participaron 224 estudiantes, de ocho grupos, con edades comprendidas entre los 12 y 14 años (M = 12.37, SD = 0.64) durante 10 sesiones de salto con combas. Los instrumentos utilizados midieron la percepción del alumnado del clima motivacional (EPCM), las necesidades psicológicas básicas (BPNES), el tipo de motivación (SIMS-14) y las consecuencias afectivas de diversión y aburrimiento (SSI-EF) en la última sesión de la UD. La calificación en la UD de salto con combas fue valorada con una puntuación que podía oscilar entre 0 y 10. Los resultados mostraron una relación significativa y positiva del clima motivacional tarea, las necesidades psicológicas básicas, la motivación autodeterminada y la diversión con la calificación académica, siendo el clima motivacional tarea el que mayor poder predictivo mostró sobre la calificación (35% de la varianza explicada). En sentido contrario, el clima motivacional ego, la desmotivación y el aburrimiento se relacionaron de manera significativa y negativa con la calificación final en la UD. Se destaca la importancia que puede tener el profesorado de EF sobre la calificación académica de sus discentes cuando genera un clima motivacional tarea.Abstract: The aim of the study was to analyze the relationship between motivational variables, and academic grades in a unit of physical education. Two hundred and twenty-four students, of eight classes, aged between 12 and 14 years (M = 12.37, SD = 0.64) were involved in 10 skipping rope lessons. The instruments measured the perception of the students´ motivational climate, basic psychological needs (BPNES), type of motivation (SIMS-14) and the affective consequences of enjoyment and boredom (SSI-EF) in the last session of the unit. The grade at unit was assessed with a score that could range from 0 to 10. The results showed that task motivational climate, basic psychological needs, self-determined motivation and enjoyment were related significantly positively with the academic grade, being the task motivational climate which showed the greatest predictive effect (35% of variance explained). Conversely, the ego motivational climate, amotivation and boredom were related significantly negative with the academic grade. This fact highlights the importance of the PE teachers on the students´ academic grades when a task motivational climate task is emphasized.
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Carvalho, Renato G., and Rosa F. Novo. "Family Socioeconomic Status and Student Adaptation to School Life: Looking Beyond Grades." Electronic Journal of Research in Education Psychology 10, no. 28 (November 24, 2017). http://dx.doi.org/10.25115/ejrep.v10i28.1531.
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Introduction. En este estudio cuantitativo y transversal se analiza la relación entre el estatus socioeconómico familiar (ESE) y la adaptación de los estudiantes a la vida escolar, expresa a través de varios indicadores de rendimiento escolar, de integración en la vida escolar (la adaptación a las transiciones, los problemas de comportamiento, las conductas de riesgo, las dificultades interpersonales, la participación en actividades extracurriculares) y de satisfacción global. Nuestro objetivo principal ha sido comprehender si el ESE de los estudiantes es un factor contributivo para las diferencias individuales en varias dimensiones de la vida escolar, más allá de las notas escolares, que han sido normalmente consideradas el principal indicador de suceso escolar.Método. Los participantes fueron 351 estudiantes portugueses de noveno a doceavo grado (edades 14-18 años) que respondieron al Cuestionario sobre la Vida Escolar, construido para esto estudio. Los datos fueran analizados mediante el análisis estadístico multivariado.Resultados. Ha sido identificada una asociación positiva entre el éxito de los estudiantes y su ESE, con diferencias significativas entre los grupos en la mayoría de las dimensiones, a saber, las notas escolares, el número de retenciones, rendimiento escolar, la participación en actividades extracurriculares, dificultades interpersonales, adaptación a las transiciones de la escuela, y la satisfacción general con la trayectoria escolar. Las diferencias más significativas se observaron en las variables relacionadas con el rendimiento escolar. Fue el grupo de mayor SES que más se ha diferenciado de los demás grupos.Discusión. Los resultados son discudios considerando el papel de las variables contextuales, como la familia y la comunidad, en la integración escolar de los estudiantes, y la necesidad de intervenciones educativas para compensar estos efectos socioeconómicos desfavorables.
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Yang, Der-Ching, Pei-Chieh Chen, and Mao-Neng Li. "A Study of Number Sense Performance among Low-SES Students, New Immigrant Children, and Typical Learners in Grades Four Through Six." EURASIA Journal of Mathematics, Science and Technology Education 11, no. 3 (April 27, 2015). http://dx.doi.org/10.12973/eurasia.2015.1345a.
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Ahmed, Yusra, Jeremy Miciak, W. Pat Taylor, and David J. Francis. "Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades." Journal of Learning Disabilities, March 1, 2021, 002221942199590. http://dx.doi.org/10.1177/0022219421995904.
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We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 ( N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [ n = 117] or text processing only [ n = 120]) and a control condition ( n = 127). We investigate whether the intervention affects not just reading comprehension levels, but also how variables within the reading system interrelate. This approach allows the focus to shift from intervention as influencing a change in reading comprehension status to a complex set of processes. We fit structural equation models (SEMs) to evaluate the DIME model at baseline, and a change model including reading comprehension and word reading at posttest. There were no significant mean differences between groups in reading comprehension. However, significant differences emerged on the direct and indirect effects of background knowledge, vocabulary, word reading, strategies, and inferencing on comprehension across grade levels and treatment conditions. Related to treatment groups, background knowledge, vocabulary, and inferencing were significantly related to comprehension at posttest for students who received text processing and/or foundational skills interventions. The results have implications for the direct instruction of higher-order reading skills in the context of multicomponent interventions.