ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Jumping Task Based on Creative Problem Solving on Students&apos; Problem Solving Ability
Author: Hobri
Date: 2020-01-00
Type: Journal Articles
Subjects: Physical Activities,Creative Thinking,Problem Solving,Junior High School Students,Grade 8,Mathematics Skills,Critical Thinking,Foreign Countries,Instructional Effectiveness,Experimental Groups,Control Groups

This study aims to study the effectiveness of jumping task application based on creative problem solving in improving students' problem-solving abilities. The study was applied triangulation method, namely qualitative and quantitative methods. The research subject is eighth grade of Junior High School students. The research sample consists of three classes taken by applying cluster random sampling method. The qualitative research sample includes two students from experimental class, determined by purposive sampling based on their most unique answers. Data was obtained from pre-test and post-test on solving a problem sheet and also from an interview result. It implies the student problem solving tests of three classes are differences after the implementation of jumping task based on creative problem solving (CPS). The result of students' work and interview are analysed by qualitative method. It shows that the students' problem-solving abilities in mathematics learning with jumping task based on CPS is better than students' problem-solving abilities in mathematics learning with sharing task based on CPS, and students' problem-solving abilities in mathematics learning with sharing task based on CPS is better than students' problem-solving abilities in conventional model.
The Effect of Experiential Learning and Adversity Quotient on Problem Solving Ability
Author: Hulaikah, Mifta
Date: 2020-01-00
Type: Journal Articles
Subjects: Experiential Learning,Problem Solving,Vocational Education,Accounting,College Students,Direct Instruction,Resilience (Psychology),Persistence,Instructional Effectiveness,Foreign Countries,Thinking Skills

This study examined the effect of experiential learning and the adversity quotient in the problem-solving ability of accounting vocational college students. The subjects were 120 participants selected and assigned to control and experimental groups. The experimental group was given experiential learning with four steps. Learners participated in a concrete experience (do), reflected on that experience and other information (reflect), developed theories based on experiences and knowledge (think), and formulated a conclusion or solved a problem (apply). The control group was given direct instruction to learning. The data were collected through two instruments, a questionnaire of Student Adversity Quotient Profile (SAQP) and rubrics of problem-solving by Polya. The data were analyzed by using two ways ANOVA, the results were the problem-solving ability of students taught by experiential learning was different from the ones taught by direct instruction, the students' problem-solving ability differed between high and low adversity quotients, and there were interactions between experiential learning and adversity quotients that improved students' problem-solving ability. The steps in experiential learning are a holistic learning process.
The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill
Author: Palupi, Bening Sri
Date: 2020-01-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Problem Based Learning,Writing Skills,Writing Instruction,Instructional Effectiveness,Expository Writing,Elementary School Students,Grade 5,Foreign Countries,Problem Solving

The study aims to compare the effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) model. A number of prior studies have implemented the GIL model for a limited area such as science. Similar to the PBL learning design, the previous studies that highlighted the application of GIL model was commonly targeted to find out its comparison with the traditional learning models. There was no relevant study that specifically compared both models in the explanatory writing activity to discuss the human respiratory system and its disturbances. The current study applied a quasi-experimental design by involving the fifth-grade primary school students of the 2018/19 academic year in Surakarta as the population. Meanwhile, the sample consisted of 162 students that were selected through multi-stage sampling. The data consisted of the students' explanatory writing test scores that were analyzed through a one-way ANOVA. The findings confirm that the GIL model is considered more effective than PBL for the explanatory writing activity due to the students' concrete operational age that still requires teacher-centred guidance in producing explanatory texts. With regards to the condition, the PBL model cannot offer effectiveness for the explanatory writing activity, as the model mainly emphasizes the students' problem-solving skills.
The Effect of Complex Instruction Team Product (CITP) Learning Model on Increase Student&apos;s Skills
Author: Rumahlatu, Dominggus
Date: 2020-01-00
Type: Journal Articles
Subjects: Creative Thinking,Critical Thinking,Thinking Skills,Metacognition,Scientific Attitudes,Student Attitudes,Retention (Psychology),High School Students,Foreign Countries,Teaching Methods,Instructional Effectiveness,Science Instruction,Secondary School Science

This research aims at investigating the effect of Complex Instruction integrated with Team Product (CITP) learning model on students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention. This research used quasi-experimental design with pretest-posttest nonequivalent control group design. This research was carried out in several Senior High Schools in Ambon, namely SMA 1 Ambon, SMA 4 Ambon, SMA 5 Ambon, SMA 13 Ambon, and SMA Kristen Ambon in the even semester of the academic year 2017/2018. The results of the research were analyzed using ANCOVA. A post hoc LSD test was also performed if there were differences in each variable. The results of the research show that the CITP learning model affects creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention of class X senior high school students on Ecosystem learning material. The syntax of the CITP learning model can improve students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention compared to the learning model commonly implemented by the biology teachers.
The Effect of Problem-Based Learning on Lateral Thinking Skills
Author: Mustofa, Romy Faisal
Date: 2020-01-00
Type: Journal Articles
Subjects: Problem Based Learning,Thinking Skills,Biology,High School Students,Creative Thinking,Learning Processes,Science Instruction,Instructional Effectiveness,Foreign Countries,Cooperative Learning

This study explores the effect of problem-based learning on students' lateral thinking skills in biology subjects, the concept of environmental change. This quantitative research uses a quasi-experimental model with a pre-test post-test control group design. The population in this study were students of class X MIPA Integrated High School Riyadlul Ulum academic year 2018/2019. The sample used was 2 classes consisting of 64 students taken using the cluster random sampling technique. The lateral thinking skills test includes four lateral thinking factors, namely recognizing the dominant ideas of the problem, looking for different ways of looking at things looking for different ways of looking at things, loosening rigid ways of thinking and using random ideas to generate new ideas. Test is organized in essay consisting of 20 items. Data on lateral thinking skills were obtained from the pre-test and post-test scores. Result of the research concludes that there is a significant influence of PBL model on students' lateral thinking ability. Of the four lateral thinking factors that was studied, the factor recognizes the dominant idea of the problem became the factor whose average score is the most different between the PBL group and the non-PBL group.
The Impact of Combining Communicative Traits of Writing with Cooperative Learning on Trainee Teachers&apos; Pedagogical Knowledge and Attitudes
Author: Hussien, Abdelaziz M.
Date: 2020-01-00
Type: Journal Articles
Subjects: Cooperative Learning,Preservice Teachers,Pedagogical Content Knowledge,Foreign Countries,Writing Instruction,Student Attitudes,Teaching Methods,Semitic Languages,Instructional Effectiveness,Communication (Thought Transfer),Models

This article reports an investigation into the impact of presenting communicative traits of writing through cooperative learning on trainee teachers' pedagogical knowledge and attitudes towards a 'traits of writing' approach and cooperative learning. Mixed methodologies were used with the participants in a quasi-experimental repeated measure. Forty-two trainee teachers, enrolled in the Bahrain Teachers College, answered the pre and post pedagogical knowledge test and completed the two attitude scales at the end of semester. The results suggest that presenting communicative traits of writing through cooperative learning has a positive effect on the participants' pedagogical knowledge, and also has a positive impact on their attitudes towards communicative traits of writing approach, and attitudes towards cooperative learning. Further implications for teacher education are presented.
The Effect of Local Wisdom-Based Elsii Learning Model on the Problem Solving and Communication Skills of Pre-Service Islamic Teachers
Author: Fadli, Adi
Date: 2020-01-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Problem Solving,Communication Skills,Instructional Effectiveness,Models,Preservice Teachers,Islam,21st Century Skills,Foreign Countries,Skill Development,Ethnic Groups,Social Values

Students' inadequate 21st century skills are the outcome of teacher-centered learning activities. Previous studies have shown that collaborative inquiry learning improved their generic skills. This experimental research investigated the effect of Local Wisdom-Based ELSII Learning Model (LWB-ELSII) on students' problem-solving skills (PSS) and their communication skills (CS). Cluster random sampling was carried to select 56 preservice Islamic teachers at Islamic State University of Mataram as samples. The PSS Essay Test (PSET) and the Communication Skills Test (CST) were employed. The data were analyzed using Mann-Whitney U test and Spearman's rho correlation at significance level of .05. The results showed that: 1) there were significant differences in the PSS and CS between the experimental and control groups in favour of experimental group students, and 2) there was a positive and significant correlation between the two dependent variables. It is recommended that lecturers apply LWB-ELSII as an alternative solution in improving students' performance.
The Effect of E-Portfolio on Biological Concepts Understanding and Responses of Students with Different Academic Achievement Levels
Author: Lukitasari, Marheny
Date: 2020-01-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Biology,Scientific Concepts,Academic Achievement,High Achievement,Low Achievement,Student Attitudes,Cytology,College Science,College Students,Comprehension,Student Interests,Foreign Countries

The purpose of this research was to determine (1) the effect of e-portfolio use on understanding Biology concepts of students at different academic levels and (2) knowing student responses in the use of e-portfolios. This research is experimental research using a one-shot case study design. Data on understanding students' concepts were collected through the results of learning tests, while student response data were collected through questionnaires. The data analysis used parametric statistics through descriptive statistical analysis and variants. The results of the study show that (1) there are differences in understanding the Biology concept of students at different academic levels (p &lt;0.05), namely understanding concepts at high academic levels is better than at low academic levels; (2) all students at the level of high and low academic abilities show a positive response to the use of e-portfolio which includes three aspects, namely (a) the benefits of using e-portfolio, (b) completion of tasks, and (c) student attitudes and interests.
The Effectiveness of the MIRS Approach in Improving Research Paper Writing Skill of Culinary Arts Vocational Student
Author: Mulyatiningsih, Endang
Date: 2020-01-00
Type: Journal Articles
Subjects: Research Papers (Students),Research Skills,Student Research,Writing Skills,Motivation,Cooking Instruction,Vocational Education,Food Service,Writing Improvement,Foreign Countries

Research paper writing is an essential factor and one of the challenging tasks for students. This study aims to examine the effectiveness of the MIRS (Motivation, Inspiration, Realization, and Solution) approach students' capability to write the research papers. This study employed the quasi-experimental design, specifically using equivalent time series method. The subjects of the study were the students of the Culinary Arts of Vocational Education. The research subjects were 154 students. The data were collected using authentic assessment with oral examination on pre-proposal, a paper and pencil (PP) test on research methodology, and a performance test on research proposal seminar. Statistical description and independent sample t-test are used to analyze the results. The results show that the number of the students of treatment group who were able to write innovative research papers increased. The control group's average score of the research paper writing is lower than that of the treatment group. Hypothesis shows that there is difference result between PP testing and oral testing. The alpha score obtains 0,003 for PP testing and 0,002 for oral testing. It can be concluded that MIRS approach is effective for improving writing skill capability.
Project Based Learning and Academic Procrastination of Students in Learning Physics
Author: Santyasa, I. Wayan
Date: 2020-01-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Time Management,Physics,Secondary School Science,Direct Instruction,Science Achievement,Secondary School Students,Foreign Countries,Science Instruction,Instructional Effectiveness

Learning physics at SMA, does not only involve memorizing facts, but it also engages the students in solving more problems without delay and attaining a real learning achievement. This study aimed to analyze the effect of project-based learning (PjBL) compared with direct instruction (DI) and student procrastination on student cognitive achievement in learning physics. This quasi-experimental study used a pretest-posttest non-equivalent control group design, involving 9 classes or 278 students of class X MIPA SMAN 1 Singaraja. The study sample consisted of 4 classes or 124 students. Data on student achievement and academic procrastination were obtained from the scores of a learning achievement test and an academic procrastination questionnaire. The data were analyzed descriptively and the two-way covariance analysis. The results of the study revealed that, first, there was a significant difference of academic achievement between students learned in the PjBL and DI models. Higher academic achievement was achieved by the students who learned with the PjBL model. Second, there was a significant difference of academic achievement between students who had high academic procrastination (HAP) and low academic procrastination (LAP). Higher learning achievement was achieved by students who had a LAP. Third, there was an interactive effect between the learning model and academic procrastination on the student academic achievement. Strong interaction occurred in low procrastination for both learning models.
Relationship between Demographic Factors and Undergraduates&apos; Cyberbullying Experiences in Public Universities in Malaysia
Author: Adebayo, David Obafemi
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Undergraduate Students,Student Experience,Student Characteristics,Bullying,Computer Mediated Communication,Gender Differences,Racial Differences,Intellectual Disciplines,Social Media

In modern times, social media platforms have become veritable tools of communication and interaction amongst young adults in the university environment as well as the larger society. As important as it is, the platform has continued to cause serious psychological and emotional trauma to users through cyberbullying activities. This study examined the relationship between demographic factors and undergraduates' cyberbullying experiences in public universities in Malaysia. It was a quantitative study which adopted survey design. Self-designed questionnaire entitled Demographic factors and undergraduates' cyberbullying experiences was used for data collection. The instrument yielded coefficient of 0.92 using the Cronbach's alpha reliability. A total of 400 undergraduates were purposively selected at public university in west Malaysia, Johor. One research question was raised and three hypotheses were tested. Data collected were analysed using Structural Equation Modelling Partial Least Squares 3 (SEM-PLS3. The findings revealed that there was significant relationship between the demographic factors: gender and programme of study but no significance for race. Hence, gender and programme of study significantly predict cyberbullying experiences of undergraduates than racial affiliations. It was recommended that effective counselling be introduced in order to assist victims of cyber assaults overcome the trauma suffered, and also stem the wave of cyberbullying among undergraduates.
Investigating Employment and Career Decision of Health Sciences Teachers in the Rural School Districts and Communities: A Social Cognitive Career Approach
Author: Dos Santos, Luis Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: Employment,Health Sciences,Rural Schools,Rural Areas,Career Change,Urban to Rural Migration,Health Personnel,Professional Personnel,Teacher Recruitment,Public Health,Decision Making,Health Education,Student Teaching,Nutrition,Nursing,Teacher Salaries,Graduate Study,School Districts

Teachers' shortage in the field of K-12 teaching in general and health subjects teaching in particular is one of the most significant challenges in both developed and developing countries, particularly in rural school districts and communities. Leaders at rural school districts strive to establish connections and plans to recruit experienced health educators from different sources and satisfy the on-going manpower demands in rural areas. This study examined two premises: First, why health professionals and staff from urban regions decide to change their career to health science teaching in rural communities and school districts. Second, how to recruit and retain health professionals and staff to rural communities and school districts. The Interpretative Phenomenological Analysis model was employed to explore the beliefs of 11 health professionals in the rural school district. Stable employment, money sources, and understanding of teaching mission of health science education were three major areas of study. The findings of this study would serve as a blueprint for rural communities and school districts to attract potential health professionals and staff into the current education system.
Inculcating Self-Editing Skills for Enhancing Writing Skills of the EFL Students
Author: Sangeetha, Valentina
Date: 2020-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Editing,Feedback (Response),Writing Skills,Grading,Revision (Written Composition),Writing Instruction,Academic Language,Scores,Writing Evaluation,Student Attitudes,Role,Foreign Countries

Producing error-free compositions in academic context is a big challenge for English as a Foreign Language (EFL) students. Since the editing and revision stage plays a significant role in the writing process in enhancing students' writing skills, there have always been various notions on applying an appropriate type of feedback method by the instructors while marking their students' compositions. The objective of this research work is to investigate the role of self-editing technique in enhancing the writing skills of English as a Foreign Language students. The data were collected using students' composition scores, questionnaire surveys and semi-structured interviews. The quantitative findings demonstrated that the students' writing skills significantly improved after using self-editing and also highlighted the students' perceptions regarding learning self-editing skill in writing classes. Also, the qualitative data results provided students' views on the role of self-editing in fostering learner independence. The study concludes with significant implications of how self-editing in revision process can facilitate students' writing skills.
Semantic Feature Analysis Model: Linguistics Approach in Foreign Language Learning Material Development
Author: Mantasiah, R.
Date: 2020-01-00
Type: Journal Articles
Subjects: Semantics,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Instructional Materials,Translation,Action Research,Language Tests,English Literature,College Students,Writing Instruction,Achievement Gains,Teaching Methods,Instructional Effectiveness,Foreign Countries

The purpose of this study was to investigate the effect of foreign language learning material development based on the semantic feature analysis model in improving student's learning achievement in English writing and translation subject. This study used classroom action research approach developed by Elliot. Data was collected by using translation test. The total of participants was 45 students who were students Department of English Literature. The data analysis technique used consisted of descriptive statistics and paired sample t-test. This model was implemented during 6 meetings. The result showed that there was a significant increase on the student's learning achievement both in writing class and translation class. It was proved through paired sample t test analysis result which showed that sig. value (0.00) is lower than 0.05 (significance standard). It proved that SFA model can be used as one of effective models in foreign language learning and writing.