bluuebunny/crossref_metadata_2025_split huggingface dataset:
Kesalahan mahasiswa semester pertama dalam menyelesaikan masalah kecepatan sudut pada mata kuliah trigonometri
Authors: Setiawan Yayan Eryk 
Published: May 2022

Penelitian kualitatif dengan pendekatan studi kasus ini bertujuan untuk mendeskripsikan ke­salahan mahasiswa semester pertama yang mengambil mata kuliah trigonometri dalam menye­lesaikan masalah kecepatan sudut. Tujuh mahasiswa program studi pendidikan matematika di salah satu perguruan tinggi di Kota Malang menjadi subjek penelitian. Data yang dikumpulkan dalam penelitian ini terdiri atas hasil pekerjaan subjek yang diperoleh melalui tes pemecahan masalah kecepatan sudut dan transkrip hasil wawancara dengan subjek. Analisis data hasil pe­kerjaan subjek dilakukan dengan menglasifikasikan berdasarkan jenis-jenis kesalahan. Sedang­kan analisis transkrip hasil wawancara dilakukan dengan mengodekan kata-kata yang menun­jukkan penyebab munculnya kesalahan subjek. Hasil penelitian menunjukkan bahwa kesalahan mahasiswa semester pertama dalam menyelesaikan masalah kecepatan sudut terdiri dari ke­salahan konsep dan kesalahan prinsip. Faktor penyebab dari kesalahan konsep ini yaitu tidak memahami konsep kecepatan sudut dan faktor penyebab kesalahan prinsip ini yaitu kesalahpahaman bahwa rumus kecepatan linier sama dengan rumus kecepatan sudut. Oleh karena itu, untuk menghindari kesalahan ini, maka pembelajaran materi kecepatan sudut disarankan untuk dilakukan dengan menekankan pada pemahaman konsep kecepatan sudut dan perbedaan antara rumus kecepatan sudut dengan rumus kecepatan linier. The errors of the first-semester students in solving the angular velocity problem in trigonometry courseAbstractThis qualitative research that used case study approach aimed to describe the errors of the first semester students in solving the angular velocity problem. Seven students of the mathematics education study program at a university in Malang City involved as the research subject. The data collected in this study consisted of the subject’s work on the midterm test which contains angular velocity problems and transcripts of interviews with the subject. Data analysis of the subject’s work was carried out by classifying based on the types of errors. Meanwhile, the transcript analysis of the interview results was carried out by coding the words that indicated the cause of the subject’s error. The results showed that the errors of the first semester students in solving the angular velocity problem consisted of conceptual and principle errors. The conceptual errors were caused by a lack of understanding of angular velocity concept and the factor causing principle errors was the misunderstanding that the linear velocity formula is the same as the angular velocity formula. Therefore, to avoid this error, the learning of angular velocity is suggested to emphasize the understanding of the concept of angular velocity and the difference between the angular and linear velocity formula.
Penggunaan contoh dalam pembelajaran matematika sekolah menengah dalam persepsi guru
Authors: Maharani Fitria , Fauziah Puji Yanti , Sahal Guntur Muhamad Ikhsan 
Published: May 2022

Pemberian contoh dalam pembelajaran matematika adalah sesuatu hal yang wajar dilakukan oleh guru di dalam kelas, tetapi yang menjadi perhatian menarik adalah bagaimana persepsi guru yang mengunakan contoh dalam pembelajaran matematika ditengah semangat kontruksivisme yang dituntut dalam kurikulum 2013 di Indonesia. Penelitian ini bertujuan menggambarkan pertimbangan apa saja yang digunakan guru dalam pemilihan contoh dan kendala apa yang dialami guru ketika memilih contoh tersebut. Metode penelitian yang digunakan adalah metode penelitian kualitatif studi kasus. Data kemudian dianalisis untuk menentukan tema dan melihat keterkaitan antar tema. Subyek penelitian ini adalah 22 guru yang menggunakan contoh soal dalam pembelajaran di kelas. Hasil penelitian menunjukkan: (1) pemberian contoh soal penting dikarenakan dapat memfasilitasi guru untuk menanamkan konsep untuk materi baru dan mempertajam pemahaman konsep yang telah didapat peserta didik; (2) ada hubungan yang jelas antara Pedagogical Content Knowledge (PCK) guru dan penggunaan contoh yang diberikan oleh guru kepada peserta didik; (3) kendala yang dialami guru dalam menentukan contoh soal yang baik yaitu menentukan contoh yang dapat memfasilitasi perbedaan kemampuan peserta didik antara peserta didik yang cerdas berbakat dan peserta didik yang slow learner dengan konteks serta prosedur yang sesuai dan bagaimana memprediksi kesalahan yang mungkin bisa dilakukan oleh peserta didik dalam pembelajaran di kelas. The use of example in learning mathematics at secondary level: teachers’ perceptions AbstractGiving examples in mathematics teaching is something that is naturally done by the teacher in the classroom, but an interesting concern is the perception of the teacher who uses the example in mathematics teaching in the spirit of constructivism demanded in Curriculum 2013 in Indonesia. This research aims to identify what the teacher uses in selecting examples and what obstacles the teacher experiences when choosing the example. The research method used is the case study qualitative research method. The data were analyzed to determine the themes and to see the interrelationships among the themes. The subjects of this study are 22 teachers who used examples of questions in teaching in class. The results of the study show that: (1) giving examples is important because it can facilitate teachers to instill concepts for new materials and to sharpen the students’ understanding of concepts that they have obtained; (2) there is a clear relationship between teacher pedagogical content knowledge (PCK) and the use of examples provided by teachers to students; and (3) the constraints experienced by the teacher in determining the example of a good problem are determining the example that can facilitate gifted intelligent students and slow learner students with appropriate contexts and procedures and how to predict possible mistakes students can make in learning in the classroom.
Implikasi model pembelajaran problem based learning terhadap kecerdasan logika matematika
Authors: Mustajab Amin , Rahmawati Puji 
Published: May 2022

Tujuan dari penelitian ini melihat dampak dari penggunaan model pembelajaran problem based learning terhadap kecerdasan logika matematika. Penelitian ini merupakan penelitian kuantitatif dengan desain one group Pre-test dan post-test. Populasi penelitian ini siswa kelas XI di salah satu SMK di Kabupaten Sanggau, Indonesia, sampel penelitian ini berjumlah 15 orang siswa kelas XI Akutansi. Instrumen penelitian ini terdiri dari 5 soal uraian kecerdasan logika matematika tentang materi negasi, konjungsi, disjugsi, implikasi dan biimplikasi. Hasil uji normalitas data menggunakan uji statistik Kolmogorov Smirnov menunjukan bahwa data pre-test dan post-test tidak berdistribusi normal. Rerata skor kecerdasan logika sebelum mengikuti pembelajaran menggunakan model problem based learning sebesar 34. Sedangkan setelah mengikuti pembelajaran menggunakan model problem based learning rerata skor kecerdasan logika matematika siswa menjadi 96. Untuk melihat apakah terdapat perbedaan kecerdasan logika matematika sebelum dan sesudah mengikuti pembelajaran dilakukan menggunakan uji statistik Wilcoxon dimana hasil uji ini menunjukan bahwa nilai Asm. Sig. (2-tailed) hasil uji statistik sebesar 0,01 ≤ 0,05. Hal ini menunjukan terdapat perbedaan kecerdasan logika matematika sebelum dan setelah mengikuti pembelajaran menggunakan model problem based learning. Oleh karena itu, model problem based learning dapat digunakan sebagai alternatif untuk meningkatkan kecerdasan logika matematika. The impact of problem-based learning model on logical-mathematical intelligenceAbstractThe purpose of this study is to examine the impact of the use of problem-based learning on logical-mathematical intelligence. This study is quantitative in nature, using one-group pre-test and post-test design. The population is grade XI students of one of senior vocational high schools in Sanggau district, Indonesia, and the sample is 15 students of the Accounting class. The research instrument is a test consisting of five questions of logical-mathematical intelligence about negation, conjunction, disjunction, implication, and bi-implication. The normality test using the Kolmogorov Smirnov showed that the pre-test and post-test data were not normally distributed. The average score of the students’ logical-mathematical intelligence before they were treated using the problem-based learning model was 34 and after they were treated using the model, it was 96. To see if there was a difference in students’ logical-mathematical intelligence before and after the treatment using the model, the Wilcoxon statistical test was used and it showed that the Asm value. Sig. (2-tailed) statistical test results of 0.01 ≤ 0.05, which means that there are differences in students’ logical-mathematical intelligence before and after learning using the problem-based learning model. Therefore, the problem-based learning model can be used as one of the alternatives to improve logical-mathematical intelligence.
Epistemologia intercultural decolonial e a educação escolar indígena em contexto urbano
Authors: Paes Luciane Rocha , Araújo Jucinôra Venâncio de Souza , Santos Rita Floramar Fernandes dos 
Published: May 2022

O presente trabalho tem por objetivo fazer uma interlocução entre a interculturalidade crítica como epistemologia de resistência dos professores indígenas e a pedagogia decolonial na perspectiva da emancipação dos povos indígenas. O desenvolvimento desta pesquisa é de cunho qualitativo e articula discussões acerca das perspectivas diversificadas de educação escolar dos povos indígenas de Manaus-AM, tendo como metodologia a pesquisa teórica e de campo, a fim de interpretar certos fenômenos e seus significados evidenciando o trabalho de duas professoras indígenas, do povo Tikuna e Kokama. Os resultados apontam que há muitas limitações, desafios e contradições, porém, as práticas educativas empreendidas nos espaços diferenciados por essas docentes indígenas têm possibilitado a aprendizagem das tradições socioculturais de seus povos, das habilidades de falar, ler, escrever e interpretar os escritos na língua materna bem como a formação política e étnica de seus estudantes.
Coletivo de docentes narradores(as)
Authors: Rios Jane Adriana Vasconcelos Pacheco , Nascimento Leandro Gileno Militão 
Published: May 2022

O presente artigo tem por objetivo refletir acerca das redes e coletivos de docentes que realizam a investigação-formação a partir da escola e suas contribuições no debate sobre a formação docente na Educação Básica. Esta investigação-formação baseia-se na construção de relatos de experiências de professores/as da Educação Básica que constituem coletivos de docentes narradores/as como formas alternativas de organização pedagógica e de produção de outras pedagogias e saberes que habitam a escola. O trabalho vem sendo desenvolvido a partir do dispositivo de pesquisa-ação-formação da Documentação Narrativa de Experiência Pedagógica (SUÁREZ, 2007), através dos princípios epistemopolíticos da autoria, da inclusão, da alteridade e da horizontalidade. Trata-se de um diálogo coparticipativo com as experiências construídas nas/pelas redes de formação latino-americanas e os relatos de docentes, coordenadores/as e pesquisadores/as do Coletivo docente sobre os princípios e ações pedagógicas que mobilizam a formação construída a partir de uma outra epistemologia sobre a escola gestada no fluxo da ecologia dos saberes (SANTOS, 2010) e nas práticas insubmissas decoloniais que mobilizam o cotidiano escolar.
Examining Analytic Practices in Latent Dirichlet Allocation Within Psychological Science: Scoping Review
Authors: Hagg Lauryn J , Merkouris Stephanie S , O’Dea Gypsy A , Francis Lauren M , Greenwood Christopher J , Fuller-Tyszkiewicz Matthew , Westrupp Elizabeth M , Macdonald Jacqui A , Youssef George J 
Published: May 2022

Background
Topic modeling approaches allow researchers to analyze and represent written texts. One of the commonly used approaches in psychology is latent Dirichlet allocation (LDA), which is used for rapidly synthesizing patterns of text within “big data,” but outputs can be sensitive to decisions made during the analytic pipeline and may not be suitable for certain scenarios such as short texts, and we highlight resources for alternative approaches. This review focuses on the complex analytical practices specific to LDA, which existing practical guides for training LDA models have not addressed.

Objective
This scoping review used key analytical steps (data selection, data preprocessing, and data analysis) as a framework to understand the methodological approaches being used in psychology research using LDA.

Methods
A total of 4 psychology and health databases were searched. Studies were included if they used LDA to analyze written words and focused on a psychological construct or issue. The data charting processes were constructed and employed based on common data selection, preprocessing, and data analysis steps.

Results
A total of 68 studies were included. These studies explored a range of research areas and mostly sourced their data from social media platforms. Although some studies reported on preprocessing and data analysis steps taken, most studies did not provide sufficient detail for reproducibility. Furthermore, the debate surrounding the necessity of certain preprocessing and data analysis steps is revealed.

Conclusions
Our findings highlight the growing use of LDA in psychological science. However, there is a need to improve analytical reporting standards and identify comprehensive and evidence-based best practice recommendations. To work toward this, we developed an LDA Preferred Reporting Checklist that will allow for consistent documentation of LDA analytic decisions and reproducible research outcomes.
Pedagogical Approaches and Learning Activities, Content, and Resources Used in the Design of Massive Open Online Courses (MOOCs) in the Health Sciences: Protocol for a Scoping Review
Authors: Røynesdal Øystein , Magnus Jeanette H , Moen Anne 
Published: May 2022

Background
Developing online, widely accessible educational courses, such as Massive Open Online Courses (MOOCs), offer novel opportunities to advancing academic research and the educational system in resource-constrained countries. Despite much literature on the use of design-related features and principles of different pedagogical approaches when developing MOOCs, there are reports of inconsistency between the pedagogical approach and the learning activities, content, or resources in MOOCs.

Objective
We present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used, and the learning activities, content, and resources used to facilitate social interaction and collaboration among postgraduate learners in MOOCs across the health sciences.

Methods
We will follow a 6-step procedure for scoping reviews to conduct a search of published and gray literature in the following databases: Medline via Ovid, ERIC, SCOPUS, Web of Science, and PsychINFO. Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. The team will extract data using a predefined charting form and synthesize results in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist.

Results
The scoping review is currently ongoing. As of March 2022, we have performed initial data searches and screened titles and abstracts of the studies we found but revised the search string owing to inaccurate results. We aim to start analyzing the data in June 2022 and expect to complete the scoping review by February 2023.

Conclusions
With the results of this review, we hope to report on the use of pedagogical approaches and what learning activities, content, and resources foster social and collaborative learning processes, and to further elucidate how practitioners and academics can harvest our findings to bridge the gap between pedagogics and learning activities in the instructional design of MOOCs for postgraduate students in the health sciences.

International Registered Report Identifier (IRRID)
DERR1-10.2196/35878
SELF-REGULATED LEARNING DURING COVID-19 PANDEMIC
Authors: Firmansyah Marindra , Daroini Dina Rahmi 
Published: May 2022

Background: The government implemented the regulation for higher education during the pandemic Covid-19 about the method of learning with an online system. This online learning model will affect self-regulated learning and academic achievement. Self-regulated learning for online learning has not been widely studied. Previous research has written that self-regulated learning in offline learning was formed by several factors. This research was conducted to find out that self-regulated learning and the factors that shape them are still relevant in online learning. The objectives of the study were to analyze the factors and relationships that influence self-regulated learning in online learning during the pandemic Covid-19.Methods: This research was conducted with confirmatory factor analysis (CFA) on the survey results of 175 respondents. The questionnaire consisted of 54 validated questions on the Likert scale. Calculations were done using PLS-SEM data analysis (Smart PLS version 3.0).Results: This study produces a good and strong model with a GoF value> 0.34. Path analysis shows that all O-sample values are positive with t statistic > 1.97 and p-value < 0.025. Thus, each factor has a significant positive effect on forming self-regulated learning.Conclusion: The factors that have been researched on offline learning that forming self-regulated learning are still relevant to use in online learning. These factors are mastery goal orientation, task value perception, academic self-efficacy, metacognitive knowledge awareness, prior learning experiences, good grades, employment prospects, successful future, support from teaching staff, peers, and family.
Influencia de factores de riesgo nutricional en la aparición de sobrepeso en adultos
Authors: Vázquez Torres Norma Cristina 
Published: May 2022

<p class="p1">Se realizó la identificación de individuos con sobrepeso u obesidad de la comunidad universitaria de la FES ZARAGOZA entre las edades de 19 y 50 años de edad, así como la identificación de factores de riesgo nutricionales tales como ausencia de desayuno y la frecuencia de comidas por día, que pueden influir en la aparición de sobrepeso y obesidad. Participaron 192 personas de los cuales el 58 por ciento fueron del sexo femenino y el 42 por ciento del masculino; se aplicó el instrumento de recolección de datos tipo encuesta estructurada. Los resultados obtenidos fueron la relación entre el sobrepeso y la obesidad con la presencia de factores de riesgo nutricionales tales como ausencia de consumo en el desayuno y disminuido los demás consumos al día, los individuos con sobrepeso u obesidad fueron quienes realizaban menos de tres comidas al día. </p>
Estar obeso en pandemia covid 19: un estigma adicional
Authors: Aguilar Gaona Natalia Lucia , Guillén Riebeling Raquel Del Socorro 
Published: May 2022

<p class="p1">Hacia el año 2020 la propagación de la enfermedad por COVID 19 a nivel mundial la distingue como pandemia, la cual pone en riesgo la salud y la vida de la población. Los primeros hallazgos epidemiológicos señalan la vinculación de factores de riesgo asociado al contagio y a las defunciones, destacando los cardiovasculares y la diabetes, seguidos por tabaquismo y sobrepeso con índice de masa corporal mayor a 30. En México, el reporte vespertino de Salud mostraba la gráfica de los factores de riesgo asociado a las defunciones por la enfermedad de COVID 19. Desde la perspectiva psicosocial, el impacto de la enfermedad infecciosa ha generado respuestas cognitivo conductuales y emocional que han ido de estados de alarma con derivación neurovegetativa y neuro-adrenérgica (estrés emocional) pasando por emociones de miedo, angustia, tristeza e inseguridad, hasta la indiferencia e incredulidad de la enfermedad. La presencia de factores de riesgo a la salud como hipertensión, diabetes, tabaquismo u obesidad ha derivado a incrementar el temor en las personas que las padecen y del rechazo social, en particular de las personas con la presencia de obesidad. El presente trabajo de revisión hace referencia al papel que tiene la obesidad en el estigma social en condiciones de pandemia por COVID 19. Se hizo la revisión sistemática de los conceptos estigma social y consecuencias en COVID 19.<span class="Apple-converted-space"> </span></p>
Pengaruh Perbedaan Keterangan Saksi Jarimah Zina (Perpektif Hukum Positif dan Hukum Pidana Islam)
Authors: Haq Islamu 
Published: May 2022

This study aims to examine the influence of witnesses' different opinion in adultery jarimah verification on suspect determination between positive law and Islamic criminal law perspectives.This research adapts library research (library research) conducted through reading, understanding books, theses, dissertations, websites and other literature related to problems by content analysis and the comparative approach between positive law and Islamic criminal law. The results of this study indicates that in a positive law, different witness testimonies can release a suspect from a guilty charge especially if the crime of adultery is lone standing criminal (Zelfstanding Delict). In the case of act of continuing (voortgezette handeling), differences in the testimony of witnesses does not make witness statements denied as long as the difference in witness testimony does not exceed the set limits. In Islamic Criminal Law, If there are differences in the statements of the four witnesses, all witnesses' opinions cannot be accepted unless the differences of opinion regarding time and place are not far apart.
Abstrak
Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh perbedaan pendapat saksi dalam pembuktian jarimah zina terhadap penetapan tersangka persfektif hukum positif dan hukum pidana Islam. Penelitian ini merupakan penelitian kepustakaan (library research), yaitu metode yang menggunakan riset kepustakaan baik melalui membaca, memahami buku-buku, tesis, disertasi, website maupun literatur lainnya yang sifatnya pustaka terkait dengan permasalahan dalam rangka memperoleh data, menggunakan analisis kontent (content analyzis ) dan metode komparasi antara hukum positif dan hukum pidana Islam. Hasil penelitian ini menunjukkan bahwa dalam hukum positif perbedaan keterangan saksi dapat membebaskan tersangka dari tuntutan bersalah, khususnya jika tindak pidana zina tersebut merupakan tindak pidana yang berdiri sendiri (Zelfstanding Delict). Berbeda jika tindak pidana zina merupakan perbuatan berlanjut (voortgezette handeling) perbedaan keterangan saksi tidak menjadikan keterangan saksi ditolak sepanjang perbedaan keterangan saksi tidak melewati batas yang telah ditetapkan. Dalam Hukum Pidana Islam Jika terjadi perbedaan keterangan pada keempat saksi, maka semua pendapat saksi tidak dapat diterima kecuali jika perbedaan pendapat mengenai waktu dan tempat tidak berjauhan.