bluuebunny/crossref_metadata_2025_split huggingface dataset:
INCORPORATING DIRECTED READING THINKING ACTIVITY (DRTA) TECHNIQUE INTO EXTENSIVE READING CLASS
Authors: Rukminingsih Rukminingsih 
Published: October 2016

Abstract: This research focused on incorporating Directed Reading Thinking Activity (DRTA) technique into Extensive Reading to the Fourth semester of English Department in STKIP PGRI Jombang. This research applied a qualitative research in which observation, interview, and documentation employed as data collection techniques. The findings showed that the implementation of data can be combined by several techniques in order to develop the understanding and make the students enjoy, interest, and enthusiasm during teaching learning process. نم عبارلا لصفل قاطنلا ةعساو ةءارقلا في ةينقت )DRTA( رخآ يركفتلا ةءارقلا جارخإ جمد ىلع ثحبلا اذه زكر ،ةظحلالما يذلا يعونلا ثحبلا في يقيبطتلا ثحبلا اذه .STKIP PGRI Jombang في ةيزيلنجلإا ةغللا مسق ينب عملجا نكيم DRTA ذيفنت نأ جئاتنلا ترهظأو .تانايبلا عجم تاينقت نع ةمدختسلما قئاثولاو ،ةلباقلماوملعتلاو ميلعتلا ةيلمع ءانثأ ساملحاو ،ةدئافلاو ،بلاطلا عتمتلا لعجو مهافتلا ريوطت لجأ نم تاينقت ةدع
LESS PRODUCT MORE PROCESS ON TEACHING LISTENING
Authors: Nebilayana Anistiya 
Published: October 2016

Abstract: Perbedaan utama antara “diagnostic approach” dengan “comprehension approach” terletak pada prosedur dan pusat pembelajaran. Diagnostic approach memainkan aktivitasnya dengan cara medeteksi kesalahan-kesalahan siswa dalam pembelajaran menyimak, sehingga pembelajaran lebih terpusat pada siswa, bukan pada guru. Guru lebih berfungsi sebagai fasilitator dalam medongkrak ide-ide siswa. Karena inilah, maka pendekatan ini lebih meprioritaskan proses belajar daripada produk belajar. Sebaliknya, comprehension approach lebih menitikberatkan pada aktifitas pengujian pemahaman akhir siswa terhadap materi menyimak, sehingga pembelajaran lebih terpusat pada guru bukan siswa. Guru medominasi aktifitas pembelajaran siswa, sedangkan siswa hanya menerima dan menjalankan semua instruksi dari guru tersebut. Oleh sebab itu, maka pendekatan ini lebih mengutamakan produk belajar daripada proses belajar. Sebaiknya, perkecil produk belajar, perbanyak proses belajar dalam pembelajaran menyimak. بعللا ةطشنأ صيخشتلا .ملعتلا زكرمو ءارجإ في نمكي ”مهفلا جهن“ عم ”صيخشتلا جهن“ ينب يسيئرلا قرفلاو ،بلاطلا لوح ةروحمتلما ملعتلا رثكأ نأ ىتح ،عامتسلال بلاطلا ملعت في ءاطخأ نع فشكلا قيرط نع جهنلا ةيلمعل ةيولولأا ءاطعإ وه جهنلا اذه نإف ،اذه ببسبو .“ بلاطلا راكفأ في رسيمك ملعلما رثكأ مدتخ .ملعلما سيلو داولما مهفلا رابتخا ةيئاهنلا ةطشنأ ىلع ازيكرت رثكأ جهن مهف ،كلذ نم سكعلا ىلع .ملعتلا جاتن نم لادب ملعتلا ،ملعتلا في بلاطلا ةطشنأ ملعلما .ةبلطلا نم لادب ينسردلما ىلع ازيكرت رثكأ وه ملعتلا نأ ثيبح ،بلاطلل عامتسلاا نم لادب ملعتلا جاتن وه جهنلا اذه لضفي هنإف ،يلاتلابو .ملعلما نم تاميلعت لك ذفنتو لبقت طقف بلاط ينح في.عامتسلال ملعتلا في ملعتلا ةيلمع فعاضتتو ،ملعتلا تاجتنم ليلقت ،كلذ نم لادب .ملعتلا
DINAMIKA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) DI SEKOLAH DASAR
Authors: Hartati Afiatun Sri 
Published: October 2016

Abstract: The research reveals the actual issue PAI learning in SDN Gonggang 1 with the various problems that arise and attempt a solution. To answer this problem formulated the problem of how the implementation of learning and problems of anything that appears and attempts to solve it? The study used a qualitative approach to the subject of research is the PAI teachers and principals. Data collected by documents, observations and interviews. Enterprises improve the objectivity and credibility of the data and interviews conducted with triangulation repeats. Data were analyzed according suggestion Miles and Huberman which consists of data reduction, data display, and verification or conclusion. The results showed: 1) In general, if based on the average value of classes for subjects PAI is good enough. 2) The problem that arises is the problem of classroom management, assessment, limited allocation of time, and the problem of interaction of teachers and pupils. To overcome the problems are: a) Teachers PAI need to establish a pattern of classroom management approach to socio-emotional climate, b) teachers need to use multiple assessment tools to assess students’ affective attitude that scale, questionnaires, interviews, observation and self refort. أشنت تلا لكاشلا فلتم عم ف ملعتلا PAI ةيلعفلا ةلكشلا نع فشكي ثحبلا ءيش يأ لكاشمو ملعتلا ذيفنت ةيفيك ةلكشم تعضو ةلكشلا هذه ىلع ةباجلل .لح لإ لصوتلا ةلوامو .سرادلا يريدمو يملعلا PAI وه ثحبلا عوضول يعونلا جهنلا ةساردلا تمدختسا ؟اهلل تلوامو ودبي ةيقادصمو ةيعوضوم يست ىلع تاسسؤلا .تلباقلاو تاظحللاو قئاثولا للخ نم اهعج ت تلا تانايبلا يذلا نامربوهو زليام حاتقا اقفو تانايبلا ليلت ت دقو .ثيلثتلا راركت عم تيرجأ تلا تلباقلاو تانايبلا اذإ ،ماع لكشب )1 :جئاتنلا ترهظأ .جاتنتسلا وأ ققحتلاو ،تانايبلا ضرعو ،تانايبلا لازتخا نم نوكتي أشنت تلا ةلكشلا نإ )2 .ةيافكلا هيف اب ديج وه PAI ةيساردلا داوملل تاقبطلا ةميق طسوتم ساسأ ىلع .ذيملتلاو يملعلا يب لعافتلا ةلكشمو ،نمزلا نم ةدودم صيصتو ،مييقتو ،فصلا ةرادإ ةلكشم يه يعامتجلا خانملل ةيفصلا ةرادلا جهن نم طن سيسأت لإ ةجاب PAI يملعلا )أ :يه لكاشلا ىلع بلغتلل اذهب يفطاعلا بلطلا فقولا مييقتل ةددعتم مييقت تاودأ مادختسا لإ ةجاح ف ةملعمو املعم )ب ،يفطاعلاو.يصلا ريرقتو ةظحللاو تلباقلاو تانايبتسلاو ،مجلاKata Kunci: PAI, pembelajaran, problematika
PEMBELAJARAN TEMATIK INTEGRATIF IPA DAN IPS DI MADRASAH IBTIDAIYAH (MI) DALAM KURIKULUM 2013
Authors: Muspiroh Novianti 
Published: October 2016

This research is inspired by a question: why does curriculum 2013 using integrated thematic learning. To address this question, a philosophical, psychological, and juridical basis should be discussed. By understanding those things, integrated thematic learning is suited with curriculum 2013. As the description above, this study is to focus on how the integrated thematic learning at MI level is implemented because this learning will become a main model that educators should develop the curriculum 2013.Referring to Integrated thematic learning of curriculum 2013, science and social studies are not removed but they are integrated based on theme. Those studies will be topics of all subjects in MI. This integration is done in two points: (1) attitude, skill, and knowledge integration in learning process and (2) integration of basic concepts that are closely related. The theme makes a meaning among basic concepts so the students do not learn partially. Therefore, science and social studies give a whole meaning to the learners as reflected at the available theme.انطلقت هذه الدراسة من السؤال "لما لابد أن يكون تطبيق المنهج الدراسي 2013 على أساس التعليم الوموضوعي الموحّد" ؟ . لإجابة هذا السؤال لابد من دراسة أسسه الفلسفية والنفسية والحكمية، فبالفهم العميق لهذه الأسس الثلاثة فالتعليم الموضوعى الموحّد هو المناسب للمنهج الدراسي 2013. وعلى هذا الأساس أُجريت هذه الدراسة مركزّة في "كيف يكون التدريس الموضوعي الموحّد في مستوى المدرسة الإبتدائية "، لأن هذا النموذج من التدريس هو نموذج رئيس ويجب على المدرس تطويرها لأجل تطبيق النهج الدراسي 2013. وفي المنهج الدراسي 2013، كانت مادة علم الطبيعة وعلم الإجتماع لا تحذفان وإنما تُوحّدان على أساس الموضوع. أصبحت هاتان المادتان موضوع دراسة في جميع المواد الدراسية في المدارس الإبتدائية. ويكون هذا التوحيد والتمزيج في جانبين، الأول ،التمزيج الموقفي والمهاري والمعلومات في عملية التعليم، والثاني تمزيج المفاهيم الأساسية المتعلقة بها. كان الموضوع جمع شتّى المفاهيم الأساسية حتى لا يدرس الطلاب المفاهيم الأساسية مفرّقة. بهذا كان تدريس علم الطبيعة وعلم الإجتماع يعطيان الطلاب المعنى الموحّد كما يظهر ذلك في المواد الدراسية المتنوعة
URGENSI REAKTUALISASI UNDANG-UNDANG PERKAWINAN DI INDONESIA
Authors: Sakirman Mr. 
Published: October 2016

Secara substansi undang-undang nomor 1 tahun 1974 tentang perkawinan yang berlaku bagi warga Indonesia khususnya umat Islam, pasal demi pasal perlu mendapat kajian serius terhadap aspek keberlangsungan dan keharmonisan keluarga. Jika dikontekstualisasikan dengan isu-isu gobal yang beredar akan kebutuhan umat Islam terhadap peraturan yang dapat mengakomodasi dan tidak mengekang kebutuhan umat Islam, undang-undang tersebut belum mengakomodir tujuan perkawinan. Dalam pasal 1 tujuan perkawinan disebutkan bersamaan dengan definisi perkawinan, kemudian dijelaskan lebih banyak pada penjelasan undang-undang tersebut. Kelemahan dari undang-undang nomor 1 tahun 1974 tentang perkawinan tidak ada bab yang memuat pasal tentang sanksi atau ketentuan pidana seperti pada undang-undang lain. Rasionalisasinya, undang-undang tersebut sepenuhnya masalah perdata, tetapi apabila undang-undang tersebut dilanggar sedangkan sanksinya sangat ringan, tidak ada sama sekali, atau harus didukung oleh undang-undang lain untuk menghukum pelanggar, maka undang-undang tersebut tidak dapat menjamin tujuan perkawinan. Berdarkan hal tesebut, dalam tulisan ini akan mengurai tentang tujuan perkawinan dalam perundang-undangan perkawinan sesuai dengan tujuan yang ditetapkan dalam nash dan fiqh munakahat. Alhasil, reaktualisasi undang-undang perkawinan yang diterapkan sesuai dengan konteks Indonesia masih diperlukan untuk menangkal isu-isu global yang berkembang sehingga tujuan dalam perkawinan dapat tercapai.
PERLINDUNGAN HAK KONSUMEN DALAM TRANSAKSI ELEKTRONIK (E –COMMERCE)
Authors: Roihanah Rif’ah 
Published: October 2016

The development of Internet-based technology is one factor that has a very significant influence in the field of trade, which is known as electronic commerce or the more popular as e-commerce. Through e-commerce, a seller / business does not have to meet directly with buyers or consumers as occurs in conventional business / traditional, but will only be done via the internet / happening in cyberspace. The positive side is obtained through e-commerce transactions, both for consumers and for business is good especially in terms of practicality in terms of time, cost and effort. While the downside for consumers is concerned with the rights that there is no clear information about the goods and / or services offered, the status of the business, bertrnsaksi security and privacy, the imposition of risk that is not balanced because the general sale on the internet, the payment has been settled made in advance by the consumer. With the birth of the Law no. 11 Year 2008 on Information and Electronic Transaction, then the protection of consumers in the trade through e-commerce can be divided into four, namely: 1) supervision of the business includes the identity and official license owned, 2) protection against identity / consumer data, 3 ) are clear and correct information about your products and / or services offered, and 4) a complete and clear I nformation about the transactions and matters relating to the transaction.
Poultry Litter as a Sustainable Fertilizer for Stockpiled Tall Fescue during Winter Grazing in Middle Tennessee
Authors: Nave Renata L.G. , Barbero Rondineli P. , Boyer Chris N. , Mulliniks John T. , Corbin Michael D. 
Published: October 2016

Core Ideas
Forage mass and quality of stockpiled fescue was not affected by N sources.
Poultry litter application increased crude protein of stockpiled tall fescue.
Fertilizer costs should be consider before its application to stockpiled fescue.
Poultry litter has been used in crop production for many years and is particularly well suited for use as a plant nutrient source because of its high nutrient content compared with other manures. The objective of this research was to compare forage yield, forage nutritive value, beef cattle performance, and economics of stockpiled tall fescue [Schedonorus arundinaceus (Schreb.) Dumort] fertilized with commercial fertilizer or poultry litter. The research was conducted from October 2013 to April 2015 at the Middle Tennessee AgResearch and Education Center of the University of Tennessee, in Spring Hill. The experimental design was completely randomized with two treatments—ammonium nitrate used as commercial fertilizer or poultry litter—replicated three times. For the plant morphological components and forage nutritive value, there were no differences between N sources. However there was a year × N source interaction (P = 0.04) for crude protein (CP) concentration with CP values averaging 9.8% in 2014 and 10.8% in 2015. There were no differences between N sources for average daily gain (ADG), which was 1.19 lb/day in 2014 and 0.95 lb/day in 2015, or for stocking rate, which was 0.65 animal units (AU) per acre in 2014 and 0.49 AU/acre in 2015. In assessing N requirements of stockpiled tall fescue, producers should consider the cost of buying, transporting, and applying poultry litter compared with the cost of commercial fertilizer sources before making a decision to fertilize a particular pasture.
Effect of Enhanced Efficiency Fertilizers on Nitrous Oxide Emissions and Crop Yields: A Meta‐analysis
Authors: Thapa Resham , Chatterjee Amitava , Awale Rakesh , McGranahan Devan A. , Daigh Aaron 
Published: October 2016

Core Ideas
Effectiveness of EEFs varied greatly with their modes of action, soils, and management factors.
NIs, DIs, and CRFs reduced N2O emissions by 38, 30, and 19%, respectively, compared with conventional N fertilizers.
NIs increased overall crop yields by 7% compared with conventional N fertilizers.
DIs might provide added benefits over NIs in alkaline soils, coarse‐textured soils, and irrigated systems.
Enhanced efficiency fertilizers (EEFs) have the potential to reduce N2O emissions and improve crop productivity, but the impact of soil and management conditions on their effectiveness is not clear. We conducted a meta‐analysis to evaluate the effectiveness of different EEF types in reducing N2O emissions in three cereal production systems: rice (Oryza sativa L.), corn (Zea mays L.), and wheat (Triticum aestivum L.). We also compared EEF efficacy across soil and management conditions for corn and wheat systems. Results showed that the effect of EEFs on N2O emissions and crop yields varied greatly with their modes of action, soil types, and management conditions. Nitrification inhibitors (NIs), double inhibitors (DIs: urease plus nitrification inhibitors), and controlled‐release N fertilizers (CRFs) consistently reduced N2O emissions compared with conventional N fertilizers across soil and management conditions (grand mean decreases of 38, 30, and 19%, respectively). The DIs more effectively reduced N2O emissions in alkaline soils than did NIs, but the trend was reversed in acidic soils. Urease inhibitors also reduced N2O emissions compared with conventional N fertilizers in coarse‐textured soils and irrigated systems. Overall crop yields increased by 7% with the addition of NIs alone. Compared with conventional N fertilizers, DIs also increased crop yields in alkaline soils, coarse‐textured soils, and irrigated systems. However, CRFs had no effect on crop yields. Overall, this study suggests that NIs or DIs can reduce N2O emissions while improving crop yields. Growers should select EEFs based on their soil and management conditions to maximize their effectiveness.
Encouraging self-regulated learning through electronic portfolios
Authors: Abrami Philip C. , Wade Anne , Pillay Vanitha , Aslan Ofra , Bures Eva M. , Bentley Caitlin 
Published: October 2016

At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation. Résumé : Au Centre d’études sur l’apprentissage et la performance (CEAP) de l’Université Concordia à Montréal, Québec, nous avons conçu le logiciel de portfolio électronique réflexif pour l’apprentissage des élèves (PERLE) afin d’encourager l’apprentissage autorégulé chez les élèves et d’accroître leurs compétences de base. Cet article présente un résumé de la documentation sur les portfolios électroniques, une description de PERLE, ainsi que nos résultats de recherche documentés à ce jour, y compris des analyses des réponses des enseignants et des élèves. Les participants à cette étude se composaient de 62 enseignants, la plupart dans des écoles primaires, et de leurs élèves (environ 1200) provenant de sept commissions scolaires anglophones urbaines et rurales du Québec. Les réponses des élèves et des enseignants au posttest suggèrent que les portfolios et les processus d’apprentissage qu’ils soutiennent ont été perçus de manière positive et qu’ils ont été suffisamment assimilés pour se traduire par de nouvelles compétences chez les élèves. En revanche, les enseignants ont mentionné qu’enseigner les stratégies d’apprentissage autorégulé était nouveau et que cela exigeait de modifier leurs stratégies d’enseignement pour en adopter d’autres auxquelles ils n’étaient pas encore habitués. Les groupes de discussion ont également fait ressortir les défis liés à l’utilisation des portfolios dans le but d’apprendre l’autorégulation aux enfants. Enfin, l’analyse des portfolios des élèves a révélé que seulement une petite portion des travaux d’élèves démontrait des niveaux élevés d’autorégulation.
Comparing students’ perceptions of paper-based and electronic portfolios
Authors: Van Wesel Maarten , Prop Anouk 
Published: October 2016

\Electronic portfolios offer many advantages to their paper-based counterparts, including, but not limited to working on ICT skills, adding multimedia and easier sharing of the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. In this article the perceived support for self-reflection of an electronic portfolio and a paper-based portfolio in the same ecological setting are compared. We made use of the fact that during this study about half of the first year medical students was using an electronic portfolio (n = 157) and the other half a paper-based portfolio (n = 190). Nine questions were added to the standard end of the block evaluation, which is handed to 25 percent of year one educational groups. Findings suggest that perceptions about the support for self-reflection, and the usefulness of compiling a portfolio, do not differ between students using an electronic portfolio and students using a paper-based portfolio. Résumé : Les portfolios électroniques offrent de nombreux avantages comparativement à leurs homologues de papier, entre autres la possibilité de perfectionner les compétences liées aux TIC, d’ajouter des éléments multimédias et de partager plus facilement le portfolio. Des études précédentes ont montré que la qualité d’un portfolio ne dépend pas du support utilisé. Dans le présent article, nous comparons l’aide à l’autoréflexion perçue pour un portfolio électronique et un portfolio sur support papier dans le même environnement. Dans le cadre de cette étude, nous avons profité du fait qu’environ la moitié des étudiants de première année en médecine utilisait un portfolio électronique (n = 157) et l’autre moitié, un portfolio sur support papier (n = 190). Neuf questions ont été ajoutées à l’évaluation normale remise à 25 pour cent des groupes de première année à la fin du bloc de formation. Les résultats suggèrent que les perceptions des étudiants à l’égard de l’aide à l’autoréflexion et de l’utilité de compiler un portfolio ne diffèrent pas entre les utilisateurs de portfolios électroniques et les utilisateurs de portfolios sur support papier.
Exploiter son portfolio numérique : construire son identité professionnelle numérique pour valoriser ses competences / The use of a personal digital portfolio: how to build its own professional digital identity and enhance its competences
Authors: Gauthier Philippe-Didier 
Published: October 2016

Résumé : Les étudiants de l’enseignement supérieur et des formations professionnelles sont confrontés aux exigences d’employabilité et de mobilité professionnelle. Comment s’y préparer ? Quelles compétences développer ? Quel dispositif pédagogique peut répondre, durablement, à ces questions ? Cet article pose un regard de synthèse sur les résultats de six études relatives aux usages du portfolio numérique utilisé dans une perspective de construction d’une identité professionnelle numérique. L’article propose une reconception d’un dispositif d’accompagnement des étudiants autour de deux axes majeurs : le développement d’une compétence à “l’auto reconnaissance de ses propres compétences”, d’une part, et le développement d’une compétence à « l’auto socialisation », d’autre part. Abstract: Students in higher education and vocational training have to face high demands of employability and professional mobility. How can they get ready? What competencies should they develop? What kind of pedagogical device can provide robust answers to these questions? This article summarizes the results of six studies on the uses of digital portfolios to build a professional digital identity. In this article, we suggest redesigning support for students in two major ways: first, moving up from competency development to “self-acknowledgement of one’s own competencies”, and second, from competency development to “self-socialization”.