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Journal articles on the topic 'Subject skills'
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Febrian Al Amin, Muhammad. "PERAN SOCIAL SKILL TRAINING DALAM MENINGKATKAN KETERAMPILAN SOSIAL PASIEN SKIZOFRENIA KATATONIK." Jurnal Intervensi Psikologi (JIP) 11, no. 2 (2019): 101–10. http://dx.doi.org/10.20885/intervensipsikologi.vol11.iss2.art4.
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This study aimed to determine the role of social skill training in improving social skills. Data collection methods used in this study are interviews, WAIS testing, projective test, and SSCT. The subject of the study was an 18 years old male who had a catatonic schizophrenic disorder who did not want to interact socially before entering Menur Psychiatric Hospital. The intervention given was Social Skill Training to improve social skills in 7 sessions. Through Social Skill Training, subjects are trained in various social skills, such as greeting, introducing themselves, communicating lightly and to make friends so that the subject is no longer to be silent and sculpting in the room and make the subject be able to go to school again. The results showed a number of changes, such as subjects who were able to greet, introduce themselves first, even able to have small conversations with people around the subject.
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Atiq-ur-Rehman, Mr, Hafsa Anis, and Saud Ahmed Khan. "Skill Shortage versus Subject Choice: Case of Pakistan." Pakistan Development Review 48, no. 4II (2009): 487–96. http://dx.doi.org/10.30541/v48i4iipp.487-496.
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Higher Education is believed to be a very important determinant of economic growth. The growth can be optimised with a suitable combination of skills in various subjects. A mismatch between required combination of skills and available combination of skills carries heavy costs for developing economies since import of skill from foreign is much more in expensive for such economies. We compare skill shortage in Pakistan with the subjects choice of students recently enrolled in institutes of higher learning. We found that there is a mismatch between skill shortage and the enrolment trend. We propose that the Government should regulate recruitment of students into various subjects in order to create greater harmony between national needs and students enrolment. JEL classification: J08, J82 Keywords: Subject Choice, Skill Shortage, National Needs
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Perdana, Solider Rintang. "The Profile of Students' Mathematical Communication Ability Viewed from Differences in Learning Outcomes." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, no. 1 (2019): 72–80. http://dx.doi.org/10.36835/axi.v4i1.347.
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Most students assume that mathematics is a complicated subject and has a higher level of difficulty in its delivery. The subject of this study was the tenth grade student of Science at Diponegoro High School in Jember Institution. Based on the problems that exist in this study so that a problem is formulated which is how mathematical communication skills of students who have high learning outcomes, how mathematical communication skills of students who have moderate learning outcomes, and how mathematical communication skills of students who have low learning outcomes. Based on the results of research and discussion it can be concluded that subjects with high learning outcomes have mathematical communication skills at the time of interview giving a minimal model for everyday life. While for the subject of moderate learning outcomes, the subject uses a model / parable in everyday life in order to more easily understand the material that exists. And subjects with low learning outcomes, the subject still cannot find a line that connects the material with the given modeling. Keywoard: mathematical communication skill, learning outcomes
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Fadhil, Noor Fadzlina Mohd, Nik Hazimi Mohammed Foziah, Rosmaria Jaffar, Nurul Huda Mustafa, and Mariana Jusop. "Elevating Accounting Skills with IMAGINE: A New Approach to Critical, Creative and Problem-solving Skills." International Journal of Research and Innovation in Social Science IX, no. II (2025): 4281–89. https://doi.org/10.47772/ijriss.2025.9020335.
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Integrated Case Study (ICS) is a compulsory subject offered to final-year undergraduates with a bachelor’s degree in accountancy (BAC) (Hons). The teaching practice of the ICS subject generally provides cases and requires students to present their case findings based on previous knowledge and theoretical concepts. Thus, due to its nature, students reported that the subject matter was too complex to understand, especially in explicitly analysing and applying strategies to solve business cases effectively. Hence, an innovative teaching approach named IMAGINE is introduced to investigate how the approach can enhance students’ creative, critical, and problem-solving skills. Data IS obtained through qualitative methods among accounting students who enrol in the ICS subjects. The research findings significantly enhance the pedagogical aspect of teaching the ICS subject via the IMAGINE approach. Therefore, they are essential for improving final-year BAC students’ soft skills – critical, creative, and problem-solving.
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KHOMENKO, A. "PRE-SERVICE TEACHERS TRAINING FOR THE FORMATION OF SUBJECT-SUBJECT EDUCATIONAL RELATIONS WITH STUDENTS." Pedagogical Sciences, no. 78 (December 29, 2021): 140–46. http://dx.doi.org/10.33989/2524-2474.2021.78.249855.
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The article, based on the methodological and theoretical analysis of scientific works, deals with the essence and specifics of professional training of pre-service teachers to form subject-subject educational relationships with students.It was found that the main tendency of study the willingness of the pre-service teacher to form subject-subject relations is to define their training as a holistic complex multilevel personal development. It is established that the integrity of the professional training of pre-service teachers in the development of the educational relationships should be considered in the unity of interdependent and interdependent components: scientific-theoretical, methodological and practical-activity.Criteria and indicators of future teacher’s willingness to form subject-subject relations with students are defined and systematized: critical type of thinking (personal flexibility, knowledge of the specifics of humane interaction, educational position in relations with students); creative and professional activity (knowledge of technologies of humane education, demonstration of own pedagogical skill, use of system of methods of pedagogical and psychotherapeutic influence); formation of practical skills and abilities (reflexive-perceptual skills, diagnostic skills, ability to create educational situations, skills of dialogical-humane communication).
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Ozcan, Deniz, and Fatma Merdan. "The effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder." International Journal of Learning and Teaching 12, no. 1 (2020): 42–54. http://dx.doi.org/10.18844/ijlt.v12i1.4560.
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The purpose of this study is to examine effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder (ASD). Multiple probe across subjects design from single subject research model has used as a research method. It has found that video modelling is effective on teaching common life skills to individuals with ASD. It has also demonstrated that these skills become permanent in subjects’ lives and they could generalise these skills at other times with various equipment and in different contexts. Data are collected according to achieve each skill step in cooking fried eggs with garlic sausage and cooking pasta skill analysis. In future researches, teaching different daily life skills by using video modelling could be tested.
 Keywords: Autism, cooking fried eggs, cooking pasta, daily life skills, video modelling.
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Jarmita, Nida. "KEMAMPUAN MAHASISWA PGMI DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU DARI PERBEDAAN KEMAMPUAN MATEMATIKA." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 2, no. 2 (2019): 152. http://dx.doi.org/10.22373/jppm.v2i2.4504.
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This research is an explorative study using qualitative approach that aims to describe the ability of students in solving geometry problems in terms of differences in mathematical skills. Students' problem-solving capabilities were reviewed based on Polya's troubleshooting techniques, namely: understanding the problem, devising a plan, carrying out the plan, and looking back to review the results obtained. The subjects of the study are three students from Department of Primary School Teacher Education (PGMI) of Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Ar-Raniry Banda Aceh. The research process begins by giving a mathematics competency test to the student from a class unit, followed by selecting one student from each group, respectively from high math skills, medium math skills, and low math skills. These three selected subjects were assigned geometry-solving tasks and task-based interviews. The validity of data were checked using time triangulation. The results showed that the subject of high mathematical skill was able to use all 4 steps to solve the problem and provide correct answer. The subject of medium mathematical skill was capable of using the 4 steps of Polya's technique but also was less accurate in giving answers. Subjects of low math skill are able to use only 3 steps but are not correct in giving answers.
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van Vuuren, Eurika Jansen, and Caroline van Niekerk. "Music in the Life Skills classroom." British Journal of Music Education 32, no. 3 (2015): 273–89. http://dx.doi.org/10.1017/s0265051715000340.
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Generalist educators in South Africa shy away from music in the subjects Life Skills (Dance, Drama, Music, Visual Art, Physical Education and Personal and Social Well-being) and Creative Arts (Dance, Drama, Music, Visual Art) and universities are not delivering generalist students for the subject demands. In-service educators, as well as subject advisors, often have had no music training. The twofold purpose of this study was to determine the extent of challenges experienced in the music component of Life Skills and Creative Arts in South Africa and how this can best be dealt with. In the current study, mixed methods research was conducted to ascertain the problems experienced with music tuition in Life Skills and Creative Arts classrooms. It was found that generalist educators have to teach music, whether they have the requisite skills or not. The subject has low status and is frequently used as a filler subject for teachers. Lack of music knowledge, scarce resources, limited support and ever-changing educators are some reasons for the absence of quality music tuition. Mentoring by competent subject advisors and senior educators and the re-alignment of school and university curricula will assist music in enjoying its rightful place in the school curriculum.
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Harianto, Rony. "Concept Analysis of Logical Think of High School Students in Environmental Pollution Lessons." Technical and Vocational Education International Journal (TAVEIJ) 2, no. 01 (2022): 5–13. https://doi.org/10.55642/taveij.v2i01.155.
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This study aims to determine, 1) The logical thinking ability of students in the science subject of environmental pollution class VII SMA Negeri 3 Pemek a san. 2) Factors that affect the logical thinking ability of class VII students are the polluting materials environment of SMA Negeri 3 Pemek a san. The method used in this research is qualitative. The analytical technique used is the Miles and Haberman analysis technique. The subjects in this study were six students, with the criteria of two high skills, two medium skills, and two low skills. The tool used is an environmental pollution test with three levels of logical thinking: impaired thinking, ability to reason, and drawing conclusions. Based on logical thinking analysis shown that 1) Subjects with high skill criteria show good logical thinking skills. Thus, subjects with moderate ability criteria show adequate logical thinking skills. Meanwhile, subjects with low skill criteria showed poor logical thinking skills. 2) Factors that can affect the logical thinking ability of SMA Negeri 3 Pemekasan students are motivation, skills start, strategy learning, and condition physical.
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France, Ilze, and Liene Krieviņa. "STUDENT’S ACQUISITION OF INFERENTIAL THINKING IN MATHEMATICS AND ITS TRANSFER TO OTHER SUBJECT AREAS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 370–81. http://dx.doi.org/10.17770/sie2022vol1.6839.
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Due to education reform in Latvia, the tendency in education is competence approach with transversal skills as one of its elements. They are included in the state education standard which all the teachers shall carry out in the corresponding education period. All educational establishments face a real challenge of how to implement the planned competences in life. The present research focuses on one of the skills of critical thinking – inferential thinking. By the help of inference students compare information obtained and the results to either confirm or decline their hypothesis, considering the accuracy of the acquisition of the information. The goal of the research is to make and test a system how an educational establishment should organize the study process to teach and develop inferential thinking. The following methods were used in the research: partly structured interviews with the vice-principal in methodological work and teachers of subjects, analysis of methodological materials and analysis of students` written works. The research was carried out to find what the most essential preconditions for students to learn and develop inferential thinking skills are and how to make transfer to various fields to improve learning those skills. A conclusion was made that a purposeful and organized cooperation of teachers plays an important role in teaching transversal skills. The results are better if students can reflect on their achievements using unified description of performance level in all subjects thus implementing the transfer of skills in other subject areas. To teach a skill teacher must plan specific steps to teach and to develop the skill. A model to develop the skill `inferential thinking` has been worked out and tested in the subject of mathematics and is meant to be improved in other subject areas in grade 7.
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Rintala, Pauli, Heikki Lyytinen, and John M. Dunn. "Influence of a Physical Activity Program on Children with Cerebral Palsy: A Single Subject Design." Pediatric Exercise Science 2, no. 1 (1990): 46–56. http://dx.doi.org/10.1123/pes.2.1.46.
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The effects of a 4-month physical activity program on physical fitness, balance, and ball skills were examined. A multiple baseline design across subjects was used to study the effects of training on static and dynamic balance, physical fitness, and the motor skills of catching and throwing. The subjects were eight 7- to 11-year-old, ambulatory, hemiplegic or diplegic cerebral palsy children. The results indicated slight overall improvement in physical fitness. The specific balance training was not effective, with improvements in dynamic balance noted in only one subject. The specific ball training improved target throw skill in all subjects, but catching skill scores varied greatly, with none of the subjects showing consistent improvement.
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Zalihić, Amra. "“Fundamental communication skills in medical practice” as minor elective subject." Acta Medica Academica 43, no. 1 (2014): 87–91. http://dx.doi.org/10.5644/ama2006-124.105.
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Anggareni, Peni, and Akhmad Faisal Hidayat. "Students creative thinking skills on differentiated instruction." International Journal of Trends in Mathematics Education Research 5, no. 4 (2022): 365–73. http://dx.doi.org/10.33122/ijtmer.v5i4.161.
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Creative thinking is one of the skills that must be possessed by students in the 21st century. This study aims to investigate and describe students' creative thinking skills in completing the Cartesian Coordinate Skills Task (CCST). This research was conducted in one of the public junior high schools in Jambi City. The research subjects were six 8th grade junior high school students who have learnt by product differentiate instruction. The research subjects were divided into 3 categories based on the results of the Knowledge Question (KQ), namely high, medium, and low. Students' creative thinking skills were tested through CCST and the results were analyzed based on creative thinking indicators. The results of this study indicate that each subject tends to be able to show aspects of fluency and flexibility, but only three subjects are able to show aspects of novelty. In addition, from the three subjects, there is 1 subject in the low category who is able to show the novelty aspects
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Mustapha, Mastura, and Azi Azeyanty Jamaludin. "Analysis of Interest Towards Science Subject and Its Relation with 21st Century Skills." Journal of Science and Mathematics Letters 9, no. 2 (2021): 103–16. http://dx.doi.org/10.37134/jsml.vol9.2.10.2021.
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The purpose of this study was to determine the level of interest in science subject and the relationship between interest in science and 21st century skills among pre-service biology teachers. The domain of 21st century skills being studied includes three elements which are inventive thinking skills, effective communication skills and high productivity skills. These three skills are necessary in the field of science and need to be mastered by every pre-service teachers so that it can be applied to their students later. The quantitative approach with survey method was used, involving questionnaires as a research instrument for collecting data. Respondents consist of 111 students of Bachelor of Education (ISMP) in Biology. Descriptive and inferential analysis were used to analyse the data. The descriptive analysis explained the level of interest and skills of pre-service biology teachers in 21st century skills. While inferential statistics involve Spearman Rho correlation and regression test describing relationships and influences between variables. The results showed that the level of interest in science among pre-service biology teachers were at a high level with an average mean value of 4.2748. The results also indicated that the mastery level was high for inventive thinking skill, effective communication skill and high productivity skill with 4.0149, 4.0931 and 4.1778 respectively. Nevertheless, for each subscale, the correlation test revealed a significant and positive relationship between interests and 21st century skills with correlation coefficient value (rs) of 0.569. While for regression test, it showed that interest in science influenced about 37.7% towards inventive thinking skills, 21.5% towards effective communication and about 30.1% on high productivity skill. In conclusion, the level of interest in science influence the mastery of 21st century skills of pre-service biology teachers. The implication is that interest in a subject needs to be increased through a variety of teaching and learning processes to ensure that 21st century skills can be mastered.
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Sigalingging, Dameuli Paska Roma. "BLENDED TECHNIC TERAPI TASK CENTERED DAN TOKEN EKONOMI DALAM MENINGKATKAN KETERAMPILAN SOSIAL KORBAN PENYALAHGUNA NAPZA." Citizen : Jurnal Ilmiah Multidisiplin Indonesia 2, no. 3 (2022): 492–500. http://dx.doi.org/10.53866/jimi.v2i3.134.
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Social skills are important for human life’s ability. Without having social skills, humans can not interact with other people in their environment because people really needs social skills in social life.The purpose of this research is to obtain an empirical description and analyze the characteristics of the subject, conditions of communication skills, social interaction, cooperation, motivation of the subject after receiving the Blended Technic of Therapy Task Center and Token Economy. The method used in this research is a quantitative approach with a single subject design. The technique was used of this research by using questionnaires, observations and studies documentation. The data analysis technique used in this research is quantitative data analysis technique using visual analysis under conditions. The study was conducted on subjects aged 20, 22 and 24 years. The results showed that after the intervention using Task Centered Blended Technic Therapy and Economic Tokens, the social skills of the three subjects from the initial phase (A1) showed a graph of the direction increasing up to the Outcome Phase (A2). The result shows that; Blended Technic of Therapy Task Center and Token Economy can increase social skill frequency of drugs abuser. The aspects thats increase are communicate effectively, social interaction, cooperation, and motivation skills. Blended Technic of Therapy Task Center and Token Economy are expected to help drug abusers to communicate effectively, increase social interaction, cooperate with other residents, and motivate them to carry out all the activities.
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Herawati, Susi, and Najmiatul Fajar. "DEVELOPMENT OF A THINKING SKILL TEACHING MODEL IN DISAIN PEMBELAJARAN SUBJECT." Ta'dib 20, no. 2 (2017): 1. http://dx.doi.org/10.31958/jt.v20i1.669.
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The thinking skill teaching model which is based on metacognitive theory is a teaching method that requires students' skills in managing and controlling themselves to develop their thinking ability. The developed thinking skill model refers to four types of skills, namely problem-solving skills, decision-making skills, critical and creative thinking skills. The teaching model is developed to teach students’ thinking ability. This is a research and development study that adopts Borg & Gall (1989) steps consisting of four stages, namely (1) Collecting information (including literature review, observation of existing tools and creating research framework); (2) Designing (formulating research objectives, estimating funds and time required and research work procedures); (3) Developing initial product form (initial draft of product design); and (4) conducting initial field trials. Based on the result of the research, it is found that 1) the developed thinking skill model is the research that tries to develop a learning model to develop and improve students' thinking ability, 2) the theoretical foundation of the development of this thinking skill model is metacognitive theory, 3) the product validation result generated, in the form of modules and assessment instruments, is in valid category, because the products produced is in line with the theoretical basis used, 4) based on the practicality of the product, in the form of modules and valuation instruments, it was found that it is in the practical category, meaning that the resulted product is applicable in teaching students’ thinking capability.
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Nafi'an, Muhammad Ilman. "ANALYSIS OF NUMERACY LITERACY SKILLS OF FIFTH GRADE ELEMENTARY SCHOOL STUDENTS." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 10, no. 1 (2024): 270–76. http://dx.doi.org/10.29100/jp2m.v10i1.5635.
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Elementary school numeracy literacy skills play an important role in mathematics learning outcomes, but some studies only reveal quantitatively, so an in-depth analysis of the numeracy literacy skills of elementary school students is needed. this study aims to analyse the numeracy literacy skills of elementary school students. This research uses a descriptive approach, conducted on class V PKBM Quins, Tulungagung as many as 10 students, the selection of subjects is taken based on numeracy literacy skills and the ability to communicate well, from the existing subjects there is one subject who has the best numeracy literacy skills, namely subject N. then the instruments used are numeracy literacy tests, interviews, observation, and documentation. With data analysis, namely data reduction, data presentation, and data verification. While in checking the validity of the research data using source triangulation techniques. The results of this study indicate that students' numeracy literacy skills are as follows. the subject is able to analyse the information contained in the problem, use symbols and numbers and understand in solving the problem. the subject is able to operate well, easily manipulate numbers and symbols, the subject can conclude the results of the analysis and convert them into narrative form.
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Dr., Anitha Ravikumar, Gopalan Puthukulam Mr., and Anupam Sharma Dr. "A study on Accounting students' perception on employability skills in University of Technology and Applied Sciences, Muscat." International Journal of Recent Research in Commerce Economics and Management 9, no. 3 (2022): 145–49. https://doi.org/10.5281/zenodo.7108137.
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<strong>Abstract:</strong> Universities are expected to contribute the economic growth of the country by preparing the graduates with necessary academic skills. Students are focusing more on knowledge or the course contents but put less effort on the skill that are inventible for them to master in their chosen field. This study is focusing on the perception of accounting graduates of UTAS about employability skill that they should possess. The study found that the students feel Learning and Development skills are not necessary for employability irrespective of gender or the year of study. Learning and Development skills include working in teams, able to adapt technology, communication skills, lifelong learning and problem solving skills. When subject knowledge is compared with the year of study, the authors found that the students did not give importance to subject knowledge as well. However, Life/Career skills are considered to be valuable skills by the students whether it is compared with gender or year of study. The authors recommend that the students must be educated on the importance of Learning and development skills and subject knowledge, which will help them in securing a good job in the future. It will also help to solve the unemployment problems in the society. <strong>Keywords:</strong> Employability skills, subject knowledge, students, University, Accounting, Unemployment problems. <strong>Title:</strong> A study on Accounting students’ perception on employability skills in University of Technology and Applied Sciences, Muscat <strong>Author:</strong> Dr. Anitha Ravikumar, Mr. Gopalan Puthukulam, Dr. Anupam Sharma <strong>International Journal of Recent Research in Commerce Economics and Management (IJRRCEM)</strong> <strong>ISSN 2349-7807</strong> <strong>Vol. 9, Issue 3, July 2022 - September 2022</strong> <strong>Page No: 145-149</strong> <strong>Paper Publications </strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 23-September-2022</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7108137</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/A%20study%20on%20Accounting%20students-23092022-6.pdf</strong>
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T., Erkinova M. Ziyayeva G. Isaqova. "SUBJECT: ANEMIA AND ITS TYPES." INTERNATIONAL BULLETIN OF MEDICAL SCIENCES AND CLINICAL RESEARCH 3, no. 3 (2023): 135–44. https://doi.org/10.5281/zenodo.7791305.
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This article aims to make nurses working in treatment and prevention institutions and family polyclinics more mature in all respects , to have sufficient knowledge, qualifications, skills in specialized disciplines, to further improve medical assistance in self-management and counseling, aimed at strengthening new theoretical knowledge through practical skills, mastering psychological care skills.
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Kjelen, Hallvard. "Grunnleggjande fagleg? Framstillinga av fagleg innhald, grunnleggjande ferdigheiter og eleven i fagplanane for norsk og musikk." Acta Didactica Norge 11, no. 2 (2017): 7. http://dx.doi.org/10.5617/adno.4721.
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Denne artikkelen tek føre seg forholdet mellom fag og grunnleggjande ferdigheiter. Gjennom ein analyse av Kunnskapsløftets fagplanar for norsk og musikk freistar eg å vise korleis dei grunnleggjande ferdigheitene er integrerte i faga på ulike måtar. Norskfaget er konstruert som eit literacyfag der det faglege innhaldet i nokon grad kan synast å vere underordna oppøvinga av grunnleggjande ferdigheiter. I musikkfaget er dei grunnleggjande ferdigheitene betre integrert i det musikkfaglege, og faget står tydelegare fram. Det er dermed grunn til å hevde at dei grunnleggjande ferdigheitene ikkje berre inngår i faga på fagas premiss slik rammeverket legg opp til. Det er òg slik at fagkonstruksjonane i varierande grad er tilpassa dei grunnleggjande ferdigheitene.Nøkkelord: læreplanar, norskfaget, musikkfaget, grunnleggjande ferdigheiter, literacy, fagspesifikke ferdigheiterAbstractThis article discusses the relationship between subjects and basic skills. Through an analysis of The Knowledge Promotion’s curricula for Norwegian language arts and music, I show how the five basic skills identified in the Knowledge Promotion are integrated into the subjects in different ways. Norwegian is designed as a literacy subject, where the subject content to some extent appears to be subordinated to the development of basic skills. In music, the basic skills are better integrated into the subject, and the subject stands out more clearly against the background. One may thus reasonably claim that the basic skills are not only included in the subjects on the subject’s terms, which is the aim of the framework. The subjects are to varying degrees adapted to the basic skills.Keywords: curriculum, basic skills, literacy, subject-spesific literacy, language arts, music
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Rahmayani, Risti, Sukayasa Sukayasa, Dasa Ismaimuza, and Welli Meinarni. "ANALYSIS OF MATHEMATICAL LITERACY SKILLS OF STUDENTS IN CLASS VIII SMP NEGERI 3 DAMPELAS IN SOLVING GEOMETRY PROBLEMS IN TERMS OF VAN HIELE LEVEL." Prima: Jurnal Pendidikan Matematika 8, no. 2 (2024): 282. http://dx.doi.org/10.31000/prima.v8i2.10888.
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This research is a descriptive qualitative research that aims to analyze the mathematical literacy skills of SMP Negeri 3 Dampelas students in solving geometry problems in terms of Van Hiele levels. Subjects were selected based on the Van Hiele Geometry Test (VHGT) results by considering the subject teacher's suggestions. Data were collected using tests. The test instrument was prepared based on indicators of mathematical literacy skills and has met the valid criteria. The results of this study show that Van Hiele level 0 thinking subjects can only fulfill 2 indicators of mathematical literacy skills, the subject is able to write the known and asked and can change the problem in the problem. Van Hiele level 1 thinking subjects were able to fulfill 3 indicators of mathematical literacy skills, the subject was able to write down what was known and asked and could relate to the concept of beam area with information from known data to produce a plan to solve the problem using the formula correctly. The level 2 Van Hiele thinking subject was able to fulfill 4 indicators of mathematical literacy skills, the subject was able to write the known and questioned, write the formula to be used correctly, was able to connect with the concept of beam area then apply his knowledge of surface area and provide an explanation of the steps to solve the problem.
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Yuanita, Yuanita. "Tingkat Keterampilan Dasar Mengajar Calon Guru Sekolah Dasar Pada Perkuliahan Mikroteaching [Level of Basic Skills for Teaching Prospective Primary School Teachers at Mikroteaching Lectures]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (2019): 69. http://dx.doi.org/10.21070/pedagogia.v8i1.1952.
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This research is a descriptive qualitative research purposes to identify the level of basic teaching skills of the prospective primary school teachers through microteaching subject and to find out the problems of basic skills mastery of the prospective primary school teachers in STKIP Muhamamdiyah Bangka Belitung. There are 5 basic skills assesed, include: 1) asking skills, 2) strengthening skills, 3) providing variaton skills, 4) explaining lesson skills, 5) opening and closing skills. The subject of this research is 42 college students in fifth semester who took microteaching subjects in academic year of 2018/2019 as sample. This research was conducted for 6 months and the research instruments were in the form of observation sheets and interviews. The identification results of basic teaching skills showed that 1) mean score of asking skills is 80.36, categorized as excellent, 2) mean score of strengthening skills is 84.23, categorized as excellent, 3) mean score of giving variaton skills is 77.20, categorized as excellent, 4) mean score of explaining lesson skills is 75.51, categorized as good, 5) mean score of opening and closing skill is 77.45, categorized as excellent. While, the problems that is faced to the prospective primary school teacher on mastering the basic teaching skills are feeling nervous, thoughtless materials, the teaching process is not based on lesson plan set, and students lack of practice.
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Mansur, Nurdin. "PENERAPAN KETERAMPILAN MENGAJAR DALAM UPAYA PENCAPAIAN HASIL BELAJAR MAHASISWA." Lantanida Journal 4, no. 2 (2017): 118. http://dx.doi.org/10.22373/lj.v4i2.1884.
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The purpose of the implementation of teaching and learning is for learning achievement, both in terms of process and in achieving the outcome is always influenced by various factors. To get the learning outcomes in a subject that is better then relates all factors of educators in the mastery and application of various teaching skills of learning such as the following, namely: a skill as opening lesson, questioning skills, skills to provide reinforcement, skills provide variety, skill explains, small group discussion guiding skills, classroom management skills, teaching skills of individuals, and closing skills lessons. Moreover, in studying a subject willing learners are required to carry out exercises to add a sense of confidence, a strong will to implement appropriate learning strategies, planning and good self-regulation in order to achieve high learning outcomes.
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Zakiya Fachrunnisa and Ayunda Riska Puspita. "Keterampilan Berbicara berdasarkan Rasa Percaya Diri Siswa pada Mata Pelajaran Bahasa Indonesia Kelas III MI Miftahul Huda Sukolilo Kecamatan Jiwan Kabupaten Madiun." AL-THIFL : Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 3, no. 2 (2024): 350–59. http://dx.doi.org/10.21154/thifl.v3i2.2888.
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Good language learning does not ignore language skills. Language skills consist of four parts, namely listening, speaking, reading, and writing skills. Basically everyone has self-confidence. At the time of expressing their opinions, there were students who dared, there were also those who did not dare to express their opinions orally. Confidence is one of the factors that influence speaking skills. The aims of this study were (1) to describe students' speaking skills in class III Indonesian subject, (2) to describe students' self-confidence in class III Indonesian subject, (3) to describe speaking skills based on students' confidence in subject Grade III Indonesian. The approach used is a qualitative approach. The type of research used is descriptive research. Data collection techniques using tests, questionnaires, observations, interviews, and documentation. The data analysis technique uses data reduction obtained from the results of the assessment of the speaking skill test and the results of the self-confidence questionnaire. Researchers present data in the form of narrative. In this study, the results obtained were (1) students' speaking skills in the very good category were 3 students, 10 students in the good category and 3 students in the sufficient category. (2) students' self-confidence in the very high category of Indonesian subjects was 3 students, 10 students in the high category and 3 students in the sufficient category. (3) the results of speaking skills based on students' self-confidence, namely that students who have very high self-confidence have very good speaking skills, students who have high self-confidence have good speaking skills, and students who have sufficient self-confidence have sufficient speaking skills.
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Chuyen, T.H. Nguyen, and T. Nguyen Ngoc. "Determinants of Problem-Solving Skills in Natural and Social Subjects of Primary School Students in Vietnam." International Journal of Social Science And Human Research 05, no. 07 (2022): 3218–24. https://doi.org/10.5281/zenodo.6891221.
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One of the important skills of the 21st century is problem solving. This is an important skill in the group of thinking skills and it is indispensable in the life of every human being in the world. In education, problem-solving skills are also one of the necessary and important skills to form and develop for students. The purpose of this study is to explore the factors affecting the problem-solving skills in natural and social subject of primary school students in Vietnam. The exploratory factor analysis method was used to determine the factors and processed data through SPSS software. Research results from 250 primary school students (grades 1 to 3) from different regions living in Vietnam have shown 7 main factors affecting problem-solving capacity through the natural and social subject of primary school students including: student trust and effort; attitude towards the subject; teaching skills of teachers; concentration; perseverance; the need to communicate with the surroundings, and the motivation for academic achievement. This research result provides more theoretical basis for education researchers, from which to have teaching strategies to develop problem-solving capacity for students.
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Samsul, Putriyani, and Suarti Djafar. "Analisis Kemampuan Literasi Matematika dan Keterampilan Berpikir Mahasiswa Ditinjau dari Level Kemampuan Matematika dalam Pisa." Edumaspul - Jurnal Pendidikan 2, no. 2 (2018): 38–49. http://dx.doi.org/10.33487/edumaspul.v2i2.8.
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This research was a descriptive qualitative research which aims to describe the characteristics of the level of mathematics literacy skills and students' thinking skills in terms of the level of mathematical ability in PISA. Data collection methods used in this study were written tests and interviews. The main instrument of this study was the researcher himself who was assisted with assistive instruments in the form of PISA mathematics questions, and interview guidelines. The results showed that all subjects met the indicators of level 1 PISA math ability and were the highest level for Subject 2. So that the level of mathematical literacy ability in Subject 2 was at level 1 and thinking skills were in Low Order Thinking. Indicator of PISA mathematics ability level 6 was fulfilled by Subject 3 and Subject 4. So that the level of mathematics literacy ability in Subject 3 and Subject 4 was level 6 and thinking skills were at the High Order Thinking level.
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Chairunnisa, Chairunnisa, Edy Surya, and Bornok Sinaga. "The Difficulty Analysis of Students Spatial Ability Based on Level Van Hiele in Problem Based Learning." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (2021): 158–64. http://dx.doi.org/10.33258/birle.v4i1.1569.
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This study aims to (1) determine the level of students' spatial ability at Van Hiele's level in problem-based learning. (2) to find out the location of the students' difficulties in solving spatial power problems with the Van Hiele level. This research is a qualitative descriptive study. The subjects of this study were students of class XII SMK Bima Utomo Batang Kuis. The object of this research is the spatial ability based on Van Hiele's level in Problem Based Learning. The results of this study indicate that the level of spatial ability in the low category reaches 51.4%, while the medium category reaches 34.3%, and the high category reaches 14.3%. Subjects in the low category experienced skill difficultiesSubject S.01 (low spatial ability), at Level 1 experienced skill difficulties (question number 1) and concept difficulty (question number 4), at Level 2 experienced skill difficulties, at Level 3 and Level 4 experienced difficulty in principle. Subject S.02 (low spatial ability), has difficulty skills at Level 2 and has difficulty in principle at Level 3 and Level 4. Subject S.03 (moderate spatial ability), has difficulty in principle at Level 3 and Level 4. Subject S. 04 (moderate spatial ability), has difficulty skills at Level 3 and has difficulty in principle at Level 4. Subject S.05 (high spatial ability), has difficulty in principle at Level 4. Subject S.06 (high spatial ability), has difficulty principles at Level 4.Based on the results of this study, it is expected to be an inspiration for users.
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Yuliana. "The most important skill in the 21stTeaching and Learning." Conference on English Language Teaching 2 (June 8, 2022): 52–55. http://dx.doi.org/10.24090/celti.v2.33.
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Teaching and learning are very essential in life. These skills should be well mastered. However, there are only a few people who know how to teach and learn well. The paper aims to describe the most important skill in the 21st teaching and learning. This paper is a narrative literature review. Literature was taken from Science Direct and Google Scholar. It is recommended to master creative thinking skills in the problem-solving method of teaching. This method is essential in learning and teaching. The teacher can learn to be more creative in explaining any subjects to the students in different ways. On the other side, the students can be trained how to think creatively by using the given theory. In this way, the students will not only memorize the subject but also practice creatively. This skill is long-lasting. It can be implemented in any subject, including English, medicine, arts, science, etc. Conclusion: The most important skill in the 21st teaching and learning is mastering creative thinking skills in the problem-solving method of teaching. This skill is essential for teachers and students. It is long-lasting.
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Nurzhanova, Z. "TEACHING STUDENTS INTEGRATED SKILLS." Sciences of Europe, no. 94 (June 6, 2022): 82–85. https://doi.org/10.5281/zenodo.6616427.
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The article: “Teaching integrated skills “considers CLIL method as both learning the material in a particular subject and learning English at the time. Visual authentic materials are considered to be functional and have communicative integrity due to which they meet learners ‘needs. CLIL method helps to integrate their skills from different subjects such as Biology, information Technology and other sciences, consolidation of complex application of knowledge and skills for solving problems in real life. The samples of short –term lesson plans in Biology and IT are considered in this article. Video materials and project work of learners are said to be functional and have communicative integrity.
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Yoedo, Yuli Christiana, Anita Octaviani, and Dani Puspitasari. "Mindmeister’s Influence on 4C Skills in Indonesian Subject Grade 6 Elementary School in Surabaya." Journal of Digital Learning and Education 5, no. 1 (2025): 9–16. https://doi.org/10.52562/jdle.v5i1.1376.
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This study aims to determine the influence of MindMeister on 4C skills in the Indonesian language subject in grade 6 elementary school in Surabaya. A combined research method was used, involving data collection carried out through in-depth interviews with students, observation, taking pre-test and post-test scores 3 times each in the control class and experimental class. Quantitative results showed no significant effect of using MindMeister on 4C skills (significance values of 0,100 > 0,05). However, the qualitative result based on the student's perspective gained through interviews and observations is that most students can apply 4C skills while using MindMeister. In conclusion, it is proposed that MindMeister may influence 4C skill levels in the Indonesian subject in this particular context. It is hoped that these findings contribute to the use of MindMeister in other subjects in any grade of elementary school in Indonesia.
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Jäncke, Lutz, and Christoph Klimmt. "Expertise in Video Gaming and Driving Skills." Zeitschrift für Neuropsychologie 22, no. 4 (2011): 279–84. http://dx.doi.org/10.1024/1016-264x/a000052.
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We assessed whether video game experience exerts substantial influence on standardised measures of driving skill. Three subject groups (n = 90) with different video game experiences (frequent, moderate and without extensive experience) performed standard driving tests on a driving simulator, computerised tests measuring driving skills, and standard attention tests. Even extensive video game experience had no influence on performance in computerised tests measuring driving skills. But there was a strong influence of video game experience on computerised attention tests, with frequent gamers outperforming the control subjects in several attention measures. These findings show that the evaluation of driving skill should rely strongly on driving skills tests which are specifically designed for this particular purpose. The use of standard computerised attention tests for the assessment of driving skills runs the risk of introducing a performance bias during testing attributable to frequent video game use.
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Landahl, Joakim. "Skolämnen och moralisk fostran: En komparativ studie av samhällskunskap och livskunskap." Nordic Journal of Educational History 2, no. 2 (2015): 27–47. http://dx.doi.org/10.36368/njedh.v2i2.55.
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School subjects and moral education: A comparative study of civics and life-skillsThis article is concerned with two school subjects that were introduced in Swedish schools during the 20th century: civics and life-skills. Drawing on textbooks in civics from the 1950s to the 1960s and textbooks in life-skills from the 2000s, the aim is to analyse and compare the morality conveyed in the respective school subjects during its introductory years. It is argued that civics and life-skills can be used to get a grip of differences between different historical contexts, since the two school subjects emerged in two different time periods. Civics emerged as a school subject for the comprehensive schools during the middle of the 20th century, and might therefore be labeled as a typically “modern” school subject, whereas life skills emerged in the late 1990s, and might therefore be labeled a “late modern” school subject. Given that these two school subjects emerge as novelties in two different time periods, they can be used to discuss how the meaning of moral education in schools is related to general social tendencies.
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Amanoe, Zihni, and Isnarto Isnarto. "The mathematical creative thinking ability of students viewed from learning motivation by using Treffinger learning model." Unnes Journal of Mathematics Education 10, no. 1 (2021): 45–51. http://dx.doi.org/10.15294/ujme.v10i1.37759.
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The purpose of this study were to (1) know the achievement of the guidance to learn the skills of mathematical creative thinking students in Treffinger learning, (2) know the increase of students ' mathematical creative thinking skills in Treffinger learning, and (3) describe students' mathematical creative thinking skills for each category of learning motivation in Treffinger learning. This research method is a mixed methods design with sequential explanatory. The population in the study were all students of class VII Junior High School 3 Semarang Year 2019/2020, and sampling was conducted by random sampling selected to be sampled is a class VII-H. The subject of research conducted by purposive sampling technique. Subjects consisted of 6 students. Subjects were interviewed by the results of tests of creative mathematical thinking skills and student motivation. The results showed that (1) students' mathematical creative thinking abilities in Treffinger learning achieve mastery learning. (2) There is an increase in students' mathematical creative thinking skills in Treffinger learning. Increased mathematical creative thinking skills are medium. (3) Subject to high learning motivation can meet the indicators flexibility, fluency, and novelty. Subject to being able to meet the learning motivation fluency and novelty or just fluency. Subjects with low learning motivation are only able to meet one indicator fluency.
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Basri, Erni. "THE DESCRIPTION OF STUDENTS’ METACOGNITION IN MATHEMATICS PROBLEM SOLVING BASED ON PARENTS’ PARENTING PATTERNS." Jurnal Daya Matematis 6, no. 3 (2019): 319. http://dx.doi.org/10.26858/jds.v6i3.8534.
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The research aims to describe students’ metacognition in mathematics problem solving based on parents’ parenting patterns. The subjects who were described in the research consisted of 4 students with each had parenting pattern of authoritative type, authoritarian type, permissive type, and rejecting/neglecting type. The data were collected by giving one problem solving test and interview. To review the credibility of the data, it was conducted source and time triangulation. The conclusion based on the results of the test and interview are: (1) Metacognition skills of the subject with parents’ parenting pattern of authoritative type are planning, predicting, monitoring, and evaluating skills; (2) Metacognition skills of the subjects with parents’ parenting pattern of authoritarian type and permissive type are planning, predicting, and monitoring skills; (3) Metacognition skills of the subject with parents’ parenting pattern of permissive type are planning and predicting skills
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Putri, Anike. "The Mathematical Critical Thinking of MTs Students in Solving Math Problems." Journal of Research on Mathematics Instruction (JRMI) 1, no. 2 (2020): 38–45. http://dx.doi.org/10.33578/jrmi.v1i2.25.
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The purpose of this descriptive qualitative research was to provide a description of the mathematical critical thinking skills of MTs students in solving mathematical problems, more precisely in the context of a flat side room shape. The research subjects were selected based on the UTS Math score. Subjects who were Grade VIII students of the Riau Technology Islamic Boarding School were grouped into high, medium, and low mathematical abilities. From each group, one student who has good communication skills is chosen as the research subject. After giving tests and interviews to the three subjects, the results obtained showed that the average test for each indicator of mathematical critical thinking skills at the inference stage reached 96.83, the analysis stage reached 88.33, the evaluation stage reached 79.33 and the inference stage reached 59.83. Each subject has different critical thinking skills according to the indicators of mathematical critical thinking skills
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Silvianingsih, Silvianingsih, I. Nyoman Sudana Degeng, Triyono Triyono, and Carolina Ligya Radjah. "Utilizing Mind-Mapping to Foster Career Exploration of High School Students." Journal of Educational and Learning Studies 2, no. 1 (2019): 25. http://dx.doi.org/10.32698/0462.
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This study aims to determine the effect of mind-mapping to enhance high school’s student career exploration in guidance group setting. This study use a single subject design with multiple baseline across subject models. The subjects of this study are eight (8) high school students in 10th grade. The data collection instruments in this study are the recording frequency of career exploration (sub components narrowing choices, specifies a vocational choice, and deciding an action implementation), career exploration skill instruments, and treatment instruments in the form of career guidance group guidebooks. The results shows that mind-mapping can be implemented to enhance the students career exploration skill, that is the all subjects’ first sub component exploration skills (narrowing choices) in group data shows average baseline 13.27 increased to 30.86; the second sub component (specifies a vocational choice) shows average baseline 9.67 increased to 22.18; and the third sub component (deciding an action implementation) shows average baseline 13.42 increased to 20.26. The results affirm that the use of mind-mapping is effective to enhance the exploration skills of high school students.
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Putri, Inayah Adini, Rohmat Widiyanto, and Marzuki Mahmud. "Efektivitas Model Pembelajaran SETS Terhadap Kemampuan Berpikir Kritis pada Siswa Berkemampuan Rendah (Single Subject Research)." Elementar : Jurnal Pendidikan Dasar 1, no. 2 (2022): 141–60. http://dx.doi.org/10.15408/elementar.v1i2.20546.
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This study aims to analyze students' critical thinking skills carried out at SD Kedoya Utara 04 in the second semester of the 2019/2020 school year. The research method used was Single Subject Research with A-B-A design. The subjects of this study were 3 grade V students not fast enough to understand in learning. The instrument used in the study was the description test. The results of this study indicate that in the intervention conditions all subjects have the ability to think critically. Critical thinking skills of subjects 1 and 3 at baseline-2 (A2) conditions are higher than baseline-1 (A1) conditions, have the same critical thinking skills. While the critical thinking ability of subject 2 in the baseline-1 (A1) conditions is slightly lower than subjects 1 and 2. In general, the conclusion of this study is that the provision of the SETS learning model consists of preliminary stages, concept formation, Concept application, conceptualization and assessment can improve students' critical thinking skills in identifying indicators, interpretation, analysis, inference, and explanation.Keywords: Single Subject Research, Not Fast Enough to Understand in Learning, Critical Thinking Ability, Model SETS Learning
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MAHMUDOVA, K. F. "BİOLOGİYA FƏNNİNİN HƏYATİ ƏHƏMİYYƏTİ." Actual Problems of study of humanities 2, no. 2024 (2024): 221–24. http://dx.doi.org/10.62021/0026-0028.2024.2.221.
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The Vital Importance of Biology Summary In the article, noting that all the subjects taught in secondary schools, as well as the content of the biology subject are directly aimed at the formation of life skills and habits, the biology subject curriculum was looked at in order to answer the question of what skills biological education should develop in the student, the lessons of teachers were observed in schools, the development of life skills possibilities have been determined. At the same time, the approach of the educators to the problem was investigated in the article, and their difficulties in this direction were clarified. Key words: knowledge, skills, life skills, personality, resource
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Maral, Zhunusbayeva, Nurgaliyeva Gulzhan, and Omarova Saltanat. "Improving Writing Abilities by Using GLIL in Teaching Geography." Studies in Educational Management 4 (October 6, 2019): 1–6. https://doi.org/10.32038/SEM.2019.04.01.
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Research work answers the questions like what is the effectiveness of the CLIL method in the development of speaking and writing skills of students in geography lessons? The main problem in the study is the emergence of difficulties in understanding the content of the subject in students studying geography in a second language. The reason is the uncertainty of the content of geography in the Kazakh language by the students of the Russian class, as a result of which the idea cannot be written in the Kazakh language during the performance of the forming and summary assessment tasks. The relevance of the study lies in the application in practice of integrated subject and language learning in modern samples of lessons. Integrated learning subject matter and language /GLIL/ learning the subjects through a second/third languages. The study provided for the simultaneous implementation of subject and language objectives for educational purposes. The study used methods of questioning, interview, communication, communication with a psychologist, curator, parents, teachers of the Kazakh language. During the lesson, various approaches of the GLIL method aimed at the formation of subject knowledge were studied, as well as the positive and negative sides were evaluated. The study provides examples of writing by GordanStorbort, Alan Crawford, and studied the second language and studied the subject area, the mastery of language is the main achievement of the student in the integration of the subject and language, as well as a method aimed at the study of the subject and the study of language through the subject. Jim Cummins in 2004, as a result of his study by immigrants in Canada, determined that it takes two or three years to learn a second/third language to acquire basic interpersonal communication skills, and it takes five years for cognitive academic skills, and we are confident that the results of the research will be clear in the coming years.
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Puspa, Diana, Dadang Kurnia, and Rini Sri Indriani. "PENINGKATAN KETERAMPILAN BERBICARA MENGGGUNAKAN METODE DEBAT." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 04 (2023): 2367–71. http://dx.doi.org/10.36989/didaktik.v9i04.1887.
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This research was carried out using a Case Study Qualitative Research Approach. The purpose of this study is to improve speaking skills using the debate method. The subjects of this study were high-class students, namely V E State Elementary School Cileungsi 06. Data collection in this study was carried out by conducting observations, interviews, and also collecting data and documentation to support the research. The results of the study can be concluded that the debate method can improve the speaking skills of fifth grade students at Cileungsi 06 State Elementary School, Bogor Regency. The conclusions can be drawn namely: an increase in speaking skills using the debate method which can be seen from the six subjects through the percentage results of the debate assessment of the final results of the subject. get their respective percentages, namely the subject with the initials ''AL'' with a percentage result of 61.53%, then the subject with the initials ''AR'' with a percentage result of 62.5%, the subject with the initials ''DZ'' with a percentage result of 54.16% , the subject has the initials ''DA'' with a percentage of 75%, the subject has the initials ''K'' with a percentage of 50%, and the subject has the initials ''R'' with a percentage of 75%.
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Eide, Thomas Ringen. "Verdifulle ferdigheiter. Ulike perspektiv på samfunnskunnskap." Nordidactica. Journal of Humanities and Social Science Education 14, no. 2024:2 (2024): 55–87. http://dx.doi.org/10.62902/nordidactica.v14i2024:2.24588.
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School subject skills have been increasingly actualized in the past years, believed to make subjects more useable. In social studies didactics, there are problems understanding and operationalizing skills in research, curricula, and teaching. To get a better understanding on this topic, I use Luc Boltanski og Laurent Thévenot’s theory to look at how pupils’ skills are understood and valued. I analyse perspectives in the Nordic research literature, and identify three traditions: Citizenship Education, Bildung, and Literacy, and discuss ten facets. Although skills are sparsely discussed in the literature, I find a variety of skills related to opinions about what an ideal pupil must be able to do which are heterogeneous despite commonalities. While analysing theory, in practice one can imagine that students are presented with several ideal student dispositions and choose approaches that suit them. Different perspectives have limitations and problems that are important to consider, because choice of subject facilities has academic and political implications. The article contributes to a broader understanding of subject-specific skills.
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Fitriani, Hikmah Yaumil, Hikmasanti Agustin, Citra Fitri Kholidya, Kusuma Dwiningsih, and Heru Subagyo. "Nearpod Integration: Improving Analytical Skills In Natural Science Subject." Quantum: Jurnal Inovasi Pendidikan Sains 15, no. 2 (2024): 173. https://doi.org/10.20527/quantum.v15i2.19336.
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The purpose of this classroom action research is to describe the effectiveness of learning that integrates Nearpod Media to improve student analytical thinking skills regarding environmental pollution in the natural sciences. Regardless, the ability of analysis consists of three aspects, namely differentiating, organizing, and attributing, so that increasing analytical thinking skill is viewed from these three aspects. The subjects of this research are grade VII students at SMPN 29 Gresik. The research instruments used were questionnaire sheets and pre-test and post-test sheets in cycle I and cycle II. Meanwhile, the data analysis uses descriptive analysis, descriptive statistics, and a sample t-test. The research findings indicate that the learning process carried out by the students is very good. Effectiveness is shown by the pre-test and post-test scores for each aspect. Based on descriptive statistics, it is known that the skewness value ranges from -0.98 to 0.93 and the kurtosis value ranges from -0.002 to 1.63, which means normal data distribution. Furthermore, the T-test score is <alpha coefficient of 0.05, showing a significant difference in improving students' analytical skills after the treatment. Therefore, it can be concluded that using Nearpod media integrated into learning can effectively improve students' analytical skills in natural sciences and environmental pollution material.
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Cartledge, Gwendolyn, Diane Stupay, and Caroline Kaczala. "Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students." Learning Disability Quarterly 9, no. 3 (1986): 226–34. http://dx.doi.org/10.2307/1510468.
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Twenty-six pairs of elementary-aged LD and nonhandicapped children were assessed individually on social perception (empathy) and social skills measures. Empathy was determined by the children's responses to stories involving various emotional situations, and was defined both as their tendency to identify with the emotion another person is experiencing (empathy-1) as well as their ability to label emotions in others (empathy-2). Social skill was measured by teacher ratings of the subjects on the Social Behavior Assessment (SBA). With the exception of the Task-Related category on the SBA, statistically significant differences were not found between the two subject groups on the empathy and social skills measures. Moderate correlations between social skill and empathy were obtained only for the nonhandicapped children. Empathy−1 and −2 appeared to measure distinct skills, thus relating differently to the social skills assessed. These findings question the assumed relationship between social skill and social perception, particularly with reference to the usefulness of social perception instruction of learning disabled individuals.
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Yuliana, Yohanes Gatot Sutapa. "ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT." Journal of English Educational Study (JEES) 3, no. 2 (2020): 151–58. http://dx.doi.org/10.31932/jees.v3i2.822.
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Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.
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Okolnikov, F. B. "On Continuity in the Formation of Subject Skills." Chemistry at School, no. 9 (November 1, 2024): 25–30. https://doi.org/10.62709/0368-5632-2024-9-25-30.
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The analysis of the work of chemistry teachers and the results of the final test papers of 7th grade students shows that the decrease in children's interest in chemistry lessons and their mistakes in the initial control papers in 8th grade are solely due to their lack of specific subject skills. Examples of tasks for the formation of subject skills are given.
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Su, Whei Ming, Joyce Masoodi, Marleen Kopp, and Eileen Klonowski. "Infusing Teaching Thinking Skills Into Subject-Area Instruction." Nurse Educator 23, no. 4 (1998): 27–30. http://dx.doi.org/10.1097/00006223-199807000-00010.
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Ruiz Marín, Miguel, Clara Giménez Francés, Antonio Albarracín Marín Blázquez, and M. Fe Candel Arenas. "Non-technical Skills in Surgery: A Pending Subject." Cirugía Española (English Edition) 97, no. 7 (2019): 419–20. http://dx.doi.org/10.1016/j.cireng.2019.07.002.
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Peterson, Lizette, Janet E. Farmer, and Vanessa Selby. "Unprompted Between Subject Generalization of Home Safety Skills." Child & Family Behavior Therapy 10, no. 2-3 (1988): 107–20. http://dx.doi.org/10.1300/j019v10n02_08.
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Gyuris, Emma. "Evaluating the effectiveness of postgraduate research skills training and its alignment with the Research Skill Development framework." Journal of University Teaching and Learning Practice 15, no. 4 (2018): 75–89. http://dx.doi.org/10.53761/1.15.4.5.
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This exploratory research focuses on a one-semester subject designed to facilitate deliberate practice while explicitly aiming to develop postgraduate students’ basic research skills: academic writing and its co-requisite skill, critical thinking. The research considers the alignment of the curriculum and assessment design of the subject ‘Research and Communication Skills for the Natural Sciences’ (SC5055) with the RSD framework. The research then identifies students who benefit most from a focus on the development of research and communication skills. The impact of SC5055 on students’ achievement and their ability to self-evaluate the development of their skills and understanding is also explored.
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Khan, Muhammad Asif. "Achieving the Validity of Essay Questions in the Subject of English at B. A. Level Examinations." Global Language Review IV, no. I (2019): 55–59. http://dx.doi.org/10.31703/glr.2019(iv-i).07.
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The writing skill is one of the important language skills. This skill is especially useful for students of higher classes. In the Pakistani institutes of education, it is a matter of common observation that the writing skill gets more attention than the other language skills. Essay questions form an important and essential part of the assessment of the writing skill at the college level in Pakistan. The present study focuses on the Essaytype questions set in the subject of English (a compulsory subject) in the B.A. examinations for the students of government colleges. The examination is conducted by the Islamia University of Bahawalpur which is a public sector university. The study points out that the essay questions for the said examination lack validity and that is why they fail to measure accurately the intended objectives as well as skills. The study suggests ways to make the essay questions valid.