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Dance students in university tend to have minimum understanding and skills in processing music to address the creativity needs in new dance works. Therefore, effective and critical learning strategies are needed so they are able to process music to create dance works. This research aims at enhancing dance students’ understanding and skills to process music in creating new dance works in the future. It was conducted using an action research design involving 30 dance students at one of the universities in Indonesia. The results showed that, in terms of skills and understanding of music, students were not used to processing music for their dance works, since they were mostly assisted by music stylists. Through internal and external music exploration learning, the musical dance students’ skills could be improved. Therefore, the findings of this research are recommended to be used as an alternative learning in enhancing dance students’ musical ability. Keywords: Dance Music, Movement Exploration, External Music, Internal Music, Dance Creativity.

This study aims to determine the effect of online learning on students' understanding of football material during the COVID-19 pandemic. The type of research used is quantitative research with an associative approach, research that seeks a causal relationship between one variable X and variable Y. The data collection technique used in this study is a survey method with instruments in the form of questionnaires and multiple-choice tests. The subjects in this study were students of Aisyiyah Fullday Wedi Junior High School class VIII, Klaten Regency, Central Java Province amounting to 87 people who were determined using the Total Sampling technique. The data analysis technique used in this study is to use statistics with the F test and Product Moment. The results of the study indicate that there is an effect of online learning on students' understanding of football material at Junior High School Aisyiyah Fullday Wedi, Klaten Regency, Central Java Province during the Covid-19 pandemic. This can be seen from the simple linear regression equation Y= 9.610 + 0.413 X and the close relationship between X variable (online learning) and Y variable (understanding football material) which is 0.694 so it is included in the level of a strong relationship. And the contribution (donations) that exist in the X variable to the Y variable is 4.82% while 95.18% is influenced by other variables. From these results, it can be seen that there is an increase or decrease in students' understanding of football material, one of which is influenced by Online Learning at Aisyiyah Fullday Wedi Junior High School, Klaten Regency, Central Java Province.Pengaruh pembelajaran daring terhadap pemahaman materi sepakbola peserta didik pada masa pandemi Covid-19AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh pembelajaran daring terhadap pemahaman materi sepakbola pada peserta didik pada masa pandemi coovid-19. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan pendekatan asosiatif, penelitian yang mencari hubungan sebab akibat antara satu variabel X dengan variabel Y. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu metode survei dengan instrumen yang berupa angket dan tes soal pilihan ganda. Subjek dalam penelitian ini adalah peserta didik Sekolah Menengah Pertama Aisyiyah Fullday Wedi, Kabupaten Klaten, Provinsi Jawa Tengah kelas VIII yang berjumlah 87 orang yang ditetapkan menggunakan teknik Total Sampling. Teknik analisis data yang digunakan dalam penelitian ini adalah dengan menggunakan statistik dengan uji F dan Product Moment. Dari hasil penelitian menunjukkan bahwa terdapat pengaruh pembelajaran daring terhadap pemahaman materi sepakbola peserta didik di Sekolah Menengah Pertama Aisyiyah Fullday Wedi, Kabupaten Klaten, Provinsi Jawa Tengah pada masa pandemi Covid-19. Hal ini dapat dilihat dari persamaan regresi linier sederhana Y = 9,610 + 0,413X dan keeratan hubungan variabel X (pembelajaran daring) terhadap variabel Y (pemahaman materi sepakbola) yaitu sebesar 0,694 sehingga termasuk dalam tingkat hubungan yang kuat. Serta Kontribusi (sumbangan) yang ada pada variabel X terhadap variabel Y sebesar 4,82% sedangkan 95,18% dipengaruhi oleh variabel lain. Dari hasil tersebut terlihat meningkat atau menurunnya pemahaman peserta didik pada materi sepakbola salah satunya dipengaruhi oleh Pembelajaran Daring di Sekolah Menengah Pertama Aisyiyah Fullday Wedi, Kabupaten Klaten, Provinsi Jawa Tengah.

This article contains an exploration of conceptual understanding in geometry lectures in the Elementary School Teacher Education Study Program, Cokroaminoto Palopo University, Odd Semester, Academic Year 2020/2021. This research was conducted through a qualitative approach with the aim of explaining the details of the relationship between concepts in detail and recommending appropriate learning in problem solving. Data were collected using observation, documentation, and written tests. The three techniques are elaborated with the aim of analyzing the concepts and problem-solving patterns of the students' final semester test results. The results of the study explain several findings, namely, Teaching geometry should begin with the process of identifying the important concepts that build up a particular problem. These concepts are then analyzed and linked to one another to form a network. The concept network is then represented in an image/ v isual display. Through this visual display, lecturers can guide students in compiling procedural steps based on the sequence of concepts that have been compiled. Lecturers need to create meaningful learning for students by connecting previous knowledge with new knowledge through various representations, examples, and manipulations and focus on conceptual understanding rather than procedures or rules . Eksplorasi Pemahaman Konsep Geometri Mahasiswa Artikel ini memuat eksplorasi pemahaman konsep dalam perkuliahan geometri pada Program Studi Pendidikan Guru Sekolah Dasar Universitas Cokroaminoto Palopo Semester Ganjil Tahun Akademik 2020/2021. Penelitian ini dilakukan melalui pendekatan kualitatif dengan tujuan untuk menjelaskan rincian hubungan antar konsep secara detail, dan merekomendasikan pembelajaran yang tepat dalam pemecahan masalah. Data dikumpulkan menggunakan teknik observasi, dokumentasi, dan tes tertulis. Ketiga teknik tersebut dielaborasi dengan tujuan Hasil penelitian menjelaskan beberapa temuan yakni; pengajaran geometri harus diawali dengan proses identifikasi konsep-konsep penting yang membangun masalah tertentu. Konsep-konsep tersebut selanjutnya dianalisis dan dihubungakan satu sama lain sehingga membentuk sebuah jejaring. Jejaring konsep selanjutnya direpresentasikan ke dalam gambar/tampilan visual. Melalui tampilan visual ini, dosen dapat membimbing mahasiswa dalam menyusun langkah-langkah prosedural berdasarkan urutan konsep yang telah disusun. Dosen perlu menciptakan pembelajaran yang bermakna bagi mahasiswa dengan cara menghubungkan pengetahuan sebelumnya dengan pengetahuan yang baru melalui berbagai representasi, contoh, dan manipulasi dan fokus pada pemahaman konseptual dibandingkan prosedur atau aturan.

High school students learn the basic voltaic and electrolytic cell concepts during their last year prior to entering an undergraduate teacher-education science degree. During the 4 years of university, students complete a sequence of topics designed to build on conceptual understanding presented in previous years. At the end of their degrees, graduating students are expected to have developed a comprehensive understanding of the subject that they are required to teach. In this research, we designed and developed a 12-item diagnostic instrument which addressed 10 propositional content knowledge statements based on the grade 12 chemistry curriculum that will be taught. In this cross-section study, 50 grade 12 high school students and 216 preservice chemistry teacher education undergraduates in years 1–4 responded to the Electrochemistry Conceptual Test (ECT) consisting of 12 two-tier multiple-choice items. The instrument was content validated by authors and peers prior to administration and when implemented had a Cronbach alpha reliability coefficient of 0.64. Overall, the students across years possessed basic knowledge about electrochemical cells but frequently were unable to explain their knowledge. While the grand mean trend in understanding electrochemistry concepts from high school through university study did show some improvement, the mean scores remained relatively low, and the year group means per item showed no such trend exacerbated by items having varying levels of difficulty. Based on this research, the lack in understanding about electrochemical concepts suggests that instruction in high school and ongoing university chemistry education faces ongoing challenges.

Derivative is one of the most important topics in calculus that has many applications in various sciences. However, according to the research, students do not have a deep understanding of the concept of derivative and they often have misconceptions. The present study aimed to investigate undergraduate basic sciences and engineering students’ understanding of the concept of derivative at Tehran universities on based the framework of Zandieh. The method was descriptive-survey. The population included all undergraduate students of Tehran universities who passed Calculus I. The sample included 604 students being selected through multi-stage random cluster sampling. The measurement tool was a researcher-made test for which the reliability coefficient was obtained using Cronbach's alpha (r=.88). Inspired by Hähkiöniemi’s research, nine tasks on derivative learning were given to the students. The students’ responses were evaluated using a five-point Likert scale and analyzed using descriptive responses. The results indicated that students have no appropriate understanding of the basic concepts of derivatives in numerical, physical, verbal, and graphical contexts. Basic sciences students performed meaningfully were better in understanding the tangent line slope compared to engineering students, while engineering students performed meaningfully were better than basic sciences students in the rate of change.

This study aims to develop bowling career media to improve students' understanding of career exploration. The development was based on using the Borg and Gall development model adopted up to the 6th stage. Ten students from grade X of SMA Negeri 1 Bantul selected the subject using a purposive sampling technique. The instrument covered expert validation sheets, career exploration tests, and questionnaires for students. The data were analyzed quantitatively and qualitatively. Based on the expert validation result, the feasibility of the product reached a score of 89.4 with great glory. The product trial results showed that the student response value of 90.6 with an outstanding category and the product's effectiveness showed an average increase between the pre-test and post-test scores. The experimental activities had a significant positive effect. Overall, bowling career media are considered feasible and effective to improve students' understanding of career exploration.

Analyzing the communication and work of high school geometry students through error-prone topics such as transformations, constructions and employing various thinking processes such as factual and procedural knowledge could reveal insight to students understanding of Geometry. Such a body of work [1, 4, 5], could reveal suitable or unsuitable considerations of a topic combined with suitable or unsuitable uses of a thinking process thereby producing suitable or unsuitable conclusions. Directed by the objective of the study, three high school geometry students' interpretations were analyzed in order to explore: (1) connections among topics and thinking processes; (2) relationships among suitable and unsuitable uses of the topic and thinking processes; and (3) whether unsuitable uses of topics and unsuitable thinking processes can yet lead to suitable understanding. The results revealed no definitive association among some topics and some thinking processes, whether suitable or unsuitable in either realm. Unsuitable applications of factual, procedural, and conceptual knowledge were not associated simply with the lack of these thinking processes, at times. However unsuitable thinking processes were present, deliberate, purposive, and not absent. By implication, there is a need for more studies regarding student use and misuse of thinking processes regarding other mathematical subjects.

This paper reports a descriptive study that examined Vietnamese parents’ perceptions of the impacts of their parental involvement on their children’s English language learning at secondary school. It draws on data collected as part of a larger project. Data were collected using including a questionnaire and semi-interviews and analysed using descriptive statistics. Findings reveal that parents held positive perceptions of their involvement on their children’s English language learning outcome. Implications for practical applications of parental involvement are also presented.

This study discusses an attempt to examine the impact of gamebased formative assessment on the students’ knowledge in a Human-Computer Interaction (HCI) course, which is a fundamental subject for Multimedia students. This course is important to expose them to the ideas of user interface and interaction design methodologies, skills, and values that are required for them to develop a practical interaction design system. The respondents in this research were 63 undergraduates who enrolled in an HCI course in a public university in Malaysia. An experimental research design was employed whereby the respondents were conveniently assigned to two groups; control (33) and experimental (30). Eight paper-based formative assessments were given to the control group, while eight online game-based evaluations were given to the experimental group. The students’ scores are recorded to assess their understanding of the learning content and their participation in the HCI classroom. A test was also administered at the end of the semester and utilised as a data collection tool to examine the effectiveness of the intervention in terms of student comprehension. The information was then gathered and analysed using descriptive and ANOVA statistical methods. The students’ involvement was reflected through an opinion survey that was given to the students at the end of the semester. The findings revealed that students who participated in a game-based formative assessment shown greater understanding and involvement than students who participated in a formative paperbased evaluation, implying that introducing a scope of game-based formative assessments improved the understanding and participation in the HCI course classroom.

This study aims to determine and describe the role of religious laboratory media in improving students' understanding of the Fiqh subject. This study uses a descriptive qualitative approach and uses the method of interviewing, observing, and documenting. Meanwhile, the subjects of this study were teachers, students, and all parties involved with the religious laboratory of MA Tarbiyatul Banin Winong Pati. From this research, it can be concluded that the use of religious laboratory media can improve students' understanding of the subject of Fiqh. By using this security laboratory, media allows students to understand directly the material explained and allows more effective learning.

Disability is a complex phenomenon that children often find challenging to fully grasp. Understanding how children perceive disability, however, could have important implications for the social inc...

Chemistry subject is often considered difficult by some students, it is one of the features to lead misunderstanding of chemistry concept. Material is a basic concept that needs to figure out especially to make easier the concept of classifying material. The data analyzed using descriptive quantitative approaches with test items. The resets displayed that most of the study got difficulties differentiating elements, compounds, and molecules. They still gained complaints to categorized molecular elements and elements, molecular compounds and compounds, and atoms and ions. References Adadan, Emine (2014) Investigating the influence of pre-service chemistry teachers’ understanding of the particle nature of matter on their conceptual understanding of solution chemistry, Chemistry Education Research and Practice , 219-238. Andersson, B. (1990). Pupils conceptions of matter and its transformation (age12- 16). Studies in Science Education , 18 , 53-85. Anshory, Irfan. 2000. Acuan Pelajaran Kimia Kelas 1 SMU. Jakarta : Erlangga. Adisendjaja, Yusuf Hilmi, Oom romlah (2007) Identifikasi kesalahan dan miskonsepsi buku teks biologi SMU, Seminar Nasional Pendidikan Biologi dan Biologi, 1-13. Avci, Filiz, Burci Acar Sesen, Fatma Gulay Kirbaslar (2014) Determination of seventh grade students’ understanding of certain chemistry concepts, ScienceDirect , 152 ( 602-606). Brady,E James. (1994). Kimia Universitas. Jakarta : Erlangga. Dahar, Ratna Wilis. (1989). Teori – teori Belajar . Jakarta. Erlangga. Alighiri, Dante. Apriliana Drastisianti, dan Endang Susila Ningsih. (2018). Pemahaman Konsep Siswa Materi Larutan Penyangga Dalam Pembelajaran MultipleRepresentasi. Jurnal Inovasi Pendidikan Kimia . Vol 12. No 2. Hal 2192-2200. Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchman, I. (2012). The model of educational reconstruction-a framework for improving teaching and learning science. In D. Jorde & J. Dillion (Eds.) Science education research and practice in Europe: Restrospective and prospective. , 13-47. Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of understanding chemistry teachers about hybridisation. African Journal of Educational Studies in Mathematics and Science. , 10 , 12-14. Jannah, M., Ningsih, P., dan Ratman. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty Of Response Index). Jurnal Akademika Kimia. Vol 5. No 2. Hal 85-90. Maghfiroh, L., Santosa, dan Suryadharma, I. B., (2016). Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang. (J-PEK) Jurnal Pembelajaran Kimia. Vol 1. No 2, Hal 32-37. Nakhleh , Mary B (1992) Why some students don't learn chemistry: Chemical misconceptions, Journal of Chemical Education , vol. 69. Nurhafizah, Husna Amalya Melati, Rahmat Rasmawan (2017) Deskripsi pemahaman konsep materi dan perubahannya siswa kelas x smk smti pontianak, 1-11. Sam, arkoful, kai niebert, ruby hanson, ankrah kwarteng twumasi (2015) the model of educational reconstruction: scientists’ and students’ conceptual balances to improve teaching of coordination chemistry in higher education, International Journal of Academic Research and Reflection , Vol. 3 (7) , 67-77. Saputro, Agung Nugroho Catur dan Irwan Nugraha. 2007. Kimia : Seandainya Kehidupan tanpa Kimia? Jilid 1. Buku pelajaran kimia untuk siswa SMA/MA kelas X. Jakarta : Direktorat Pendidikan Madrasah, Direktorat Jenderal Pendidikan Islam, Departemen Agama RI. Stavy, R. (2008). Learning Science in the Schools: Research Informing Practice. New Jersey: Lawrence Erlbaum: Hillsdale. Sudijono, Anas. (2013). Pengantar Evaluasi pendidikan . PT. Raja Grafindo Persada. Jakarta Sukmadinata, N.S (2011). Metode Penelitian Pendidikan. Bandung:Remaja Rosadakarya Syukri. (1999). Kimia Dasar Jilid 1 . Bandung: ITB. Taber, K. S. (2002). Chemical misconceptions-Preventions, diagnosis and cure. (Vol. 1). London: Royal Society of Chemistry. Yakubi, Malik, Zulfadli, Latifah Hanum, Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice (Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh), Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK) , Vol 2 . No.1 (19-26).

The electron transport chain (ETC) is a challenging topic due to the complexity of the reaction that occurs at the molecular level because the students cannot directly interact with the reaction at this level. The use of animated video and flipped learning in improving student understanding of this topic was evaluated. The students were randomly and equally divided into three groups. The first group was taught with a PowerPoint presentation, the second group was taught with an animated video, and the third group was taught through a combination of flipped learning and an animated video. The students were given a multiple-choice pre-test, three types of post-tests that assessed their memory, comprehension, and application (Bloom’s taxonomy cognitive levels 1–3), and a questionnaire. The results showed that both the animated video and flipped learning significantly increased their understanding, particularly for their comprehension and application. The students instructed through the combination of the animated video and flipped learning achieved the highest grade for all types of post-tests. However, from the students’ point of view, students from group 2 were the happiest and highly preferred the animated video instruction compared to the other groups.

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study ( n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students’ mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding ( g = 0.66–0.78), number line estimation ( g = 0.80–1.08), fractions procedures ( g = 1.07), and explanation tasks ( g = 0.68–1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students’ proficiency and understanding of fractions.

The topic of inequalities is one of the fundamental subject areas for the development of mathematical knowledge. Although there is a considerable body of research focused on one-variable ...

Compared to their written counterpart, oral assessments provide a wealth of information about student understanding. Instead of deciphering a static response, oral assessments provide instructors the opportunity to probe student explanations, obtaining a more complete picture of their understanding. Moreover, students explaining their conceptual reasoning is advocated in the 2016 GAISE guidelines. Additionally, oral exams allow for flexibility in how students can explain their thinking, potentially helping build students’ identities as statistical thinkers and speakers. Despite the facilities these assessments provide, oral assessments are rarely used in the statistics classroom. In this article I describe the important considerations to be attended to when implementing oral exams in the classroom, my experiences facilitating oral exams in my statistics courses, and some lessons I learned along the way. Supplementary materials for this article are available online.

This study aimed to investigate Norwegian eighth-grade students’ preconceptions of cells, the development of their understanding of cellular structure and function during cell biology instruction, and their understanding of the cell as a system. We conducted pre- and posttests including drawings, images and statements with 28 students. Our findings indicate that most students had a simplified view of cells prior to instruction but developed significant knowledge about cellular structures and different types of cells during instruction. However, several misconceptions arose, and some students seemed to alter their correct preconceptions. This suggests that teachers need to address misconceptions during instruction and support integration of students’ previous and new knowledge. Additionally, we suggest that focusing on numerous structures and cells from different organisms confuses students and complicates the process of achieving a systemic view of the cell.

The technological pedagogical content knowledge (TPACK) framework has been used widely in mathematics education in various contexts. However, teachers may confront with difficulties while applying technology in classroom teaching and need to cooperate with others in designing and implementing technology-based lesson for an effective teaching and learnin The technological pedagogical content knowledge (TPACK) framework has been used widely in mathematics education in various contexts. However, teachers may confront with difficulties while applying technology in classroom teaching and need to cooperate with others in designing and implementing technology-based lesson for an effective teaching and learning. Peer coaching is one of the cooperating process which supports and encourages teachers in generating ideas for improving classroom teaching. This research aimed to study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry of secondary level. The participants were three in-service teachers and one pre-service teacher who had taught geometry in seventh grade in a school in Yala, Thailand and the samples were thirty-two seventh grade students in the school. The researcher employed questionnaire and open-ended questions for assessing teachers’ TPACK, while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated approach. Data were collected under the peer coaching process for assessing teachers’ TPACK during designing and implementing the integrated approach in teaching geometry. Pre-test and post-test were given to the students before and after learning respectively. Descriptive statistics was used to describe teacher’s TPACK while a developmental model for TPACK was used as a lens for examining the teacher’s TPACK. In addition, paired-samples t test and one-sample t test were used to determine students’ understanding in geometry. Findings revealed that the designing and implementing of the integrated approach for teaching geometry under the peer coaching process enabled teachers to enhance their TPACK and the students to improve their understanding in learning geometry. The implications of this research are provided along with suggestions.g. Peer coaching is one of the cooperating process which supports and encourages teachers in generating ideas for improving classroom teaching. This research aimed to study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry of secondary level. The participants were three in-service teachers and one pre-service teacher who had taught geometry in seventh grade in a school in Yala, Thailand and the samples were thirty-two seventh grade students in the school. The researcher employed questionnaire and open-ended questions for assessing teachers’ TPACK, while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated approach. Data were collected under the peer coaching process for assessing teachers’ TPACK during designing and implementing the integrated approach in teaching geometry. Pre-test and post-test were given to the students before and after learning respectively. Descriptive statistics was used to describe teacher’s TPACK while a developmental model for TPACK was used as a lens for examining the teacher’s TPACK. In addition, paired-samples t test and one-sample t test were used to determine students’ understanding in geometry. Findings revealed that the designing and implementing of the integrated approach for teaching geometry under the peer coaching process enabled teachers to enhance their TPACK and the students to improve their understanding in learning geometry. The implications of this research are provided along with suggestions.

Beneath the perils of pandemic, this trend has moved very fast and in a professional manner to fill in the space produced as a result of suspended classroom learning. During this pandemic the educational institutions have been forced to adopt online learning without practicing it. As a consequence, there are several challenges to be encountered by the facilitator as well as learners to benefit from it. This paper is a descriptive study of e learning scenario among the learners of higher education in commerce deanery. This paper aims at finding out the factors which lead to student’s active engagement in the online classes. 1065 students from various colleges who had attended online classes in the last six months responded through a structured questionnaire and the data was analyzed to find out the students’ understanding and learning.

Previous research has reported that many high-school and undergraduate students have difficulty explaining the relationship between polarity and electronegativity even though they may be familiar with the concept of polarity. This study aims to address these misconceptions using a leaflet and assess its effectiveness using questionnaires and concept testing. A simple, colorful printable leaflet was produced and distributed to students in Indonesia. The Leaflet on Electronegativity (LoEN) provided students with an overview of the theoretical basis of the concepts and guidance on applying these principles. The leaflet format is cheap and easy to mass-produce, which is an important factor given the limited access to other types of appropriate learning resources in Indonesia. The leaflet formed the basis of a classroom discussion activity. Visualization is known to play an important role in constructing students' conceptual understanding, so the leaflet made extensive use of diagrams to explain relevant concepts. The leaflet was printed in full color to make it visually appealing and facilitate student learning. Students were tested before and after learning with the LoEN. A Paired-sample t-test using SPSS is used to compare the pretest and posttest scores to measure the effectivity of the LoEN.A statistically significant improvement in scores (p = 0.000) was achieved, which indicates that using the LoEN in the classroom helps students understand the topic. Also, students' positive responses signify that the LoEN provides an engaging way to learn the concepts.

Pursuing doctoral studies after the commencement of the dissertation is exceptionally challenging. Doctoral students meet several times to seek feedback from their research supervisors, and they observe supervisory attitudes very closely. Responding to supervisory feedback is one of the challenges that must be addressed for qualifying the dissertation successfully. The present study aims at how doctoral students respond to the supervisory feedback and how the feedback can be improved because of participants’ perspectives on the feedback and supervisory behavior. Narrative research was employed for grasping a better understanding of participants’ understanding of supervisory feedback and attitudes. Thirteen doctoral students were approached through maximum variation purposive sampling who was pursuing a doctoral degree in various physical and social science disciplines in different semesters at public and private universities of the Punjab province in Pakistan. The data were collected through conversational interviews to examine the in-depth understanding of doctoral student’s storied experiences. The main themes emerged from the thematic analysis were; responding to the feedback, supervisory attitudes, and relationship and improving supervisory feedback. The emergent themes were described and interpreted through significant words, phrases, and statements of the participants. The study has implications for the improvement of supervisory feedback and bringing reforms in doctoral studies.

Background. Distance learning during the COVID-19 pandemic has changed the landscape of mathematics learning as a whole. One of the mathematics learning models that offer new concepts in distance learning is generative learning model. The Aim of the Research. This study will evaluate the effectiveness of the implementation of generative learning models in improving students' mathematical understanding abilities. The appropriate research method to test the effectiveness is quasi-experimental design because the class being experimented with is not changed, so that it does not have much effect on overall learning stability. The research sample used cluster random sampling technique where class X MIPA 3 was the experimental class while class X MIPA 2 was the control class. The research instrument used was a test of students' ability to understand mathematical concepts in the material of Logarithmic Equations as many as seven essay questions. Conclusion. There is an effect (high) of the generative learning model on the ability to understand students' mathematical concepts applied to the distance learning system at Al-Azhar 19 Ciracas Islamic Senior High School logarithmic equation material with a significance level of α = 0.05. Contribution. This study offers a new concept for the application of distance learning mathematics by implementing a generative learning model which in this study has contributed positively to student understanding

This study investigates the effectiveness of information service using a focus group discussion technique to improve students’ understanding on the risks of premarital sexual behavior. It used a quantitative experiment method with one group pretest-posttest design, while its 30 subjects were selected using purposive sampling. The data analysis process was carried out using a t-test. The research results indicate improved students’ understanding of the risks of premarital sexual behavior after they join information service with focus group discussion technique. Therefore, focus group discussion is effective to enhance students’ understanding of premarital sexual behavior risks. Abstrak : Penelitian ini bertujuan untuk mengetahui keefektifan layanan informasi teknik focus group discussion untuk meningkatkan pemahaman resiko perilaku seksual pranikah siswa. Penelitian kuantitatif eksperimen ini menggunakan desain one group pretest posttest . Teknik pengambilan sampel menggunakan teknik purposive sampling . Sampel penelitian sebanyak 30 orang siswa. Teknik analisis data menggunakan uji beda (uji t). Hasil penelitian menunjukkan terdapat kenaikan skor pemahaman siswa tentang resiko perilaku seksual pranikah setelah diberi layanan informasi teknik focus group discussion . Dapat disimpulkan layanan informasi teknik focus group discussion efektif dalam meningkatkan pemahaman siswa tentang resiko perilaku seksual pranikah.

In the Education sector, teaching and learning process still being a concern faced by the teacher and students in learning English Foreign Language. Some methods in teaching have been developed but in fact several obstacles still faced by EFL students in learning English. Teachers as educators still getting difficulties in exploring the methods or strategies in teaching which these problems infected to the students understanding and motivation in learning English. This writing aims to find out the suitable method used by the teacher and various problems faced by students in learning English. To find the answer of the problems the researcher used quantitative method with quasi-experimental design. Based on the results of the research data processed using the paired-sample t test, there were found significant differences before and after implementing the hypnoteaching method in learning English with alpha results less than 0.05, and the data of questionnaire mean of measure at 4.41 with Likert scale level in high category. This study is beneficial in enriching literature in the scope of English education study programs, especially in Indonesia and others adopting English as a foreign language as a matter of applying appropriate and a more effective learning methods

The purpose of this study namely, to determine the ability to read students' understanding using Cooperative Integrated Reading learning, while the method used in this study is descriptive qualitative. The techniques for collecting data are collecting answer sheets which include: 1) finding the main idea (main idea or theme) in the discourse / text, 2) restating the contents of the discourse/text that has been read, and 3) developing the main idea / main idea or pictures. After conducting the research, the following results were obtained. The reading ability of students, before using Cooperative Integrated Reading learning in the R2A class, was 2403 or 68% (bad), and after using Cooperative Integrated Reading learning, the students' abilities changed, namely 2.403 or 80% 9good), and the ability to read comprehension of students in class R2B before using Cooperative Integrated Reading learning, namely 2.162 or 72% (low). After using Cooperative Integrated Reading, there was a change, namely 2,425 or 81% (baik). So, it is clear that the ability to read students' understanding using Cooperative Integrated Reading learning is able to provide progress properly and precisely. Key Words: Reading Comprehension, Cooperative Integrated Reading, learning

The purpose of this study is to analyze the students 'concept and students' mistakes while solving the comparison task. This experiment used qualitative descriptive methods. The Subjects of this experiment were the students in Daan Mogot Junior High School grade. Data were collected by observation method. The result shows that the percentage of students' concept understanding while solving the Comparison is 67.18%, the result of object clarification according to another character is 37.69%, giving sample and non-sample is 99.04%, presenting concept by the right form mathematical representation is 90,38%, developing the need-qualification and enough-qualification concept is 14,1%, using the benefit and choosing the certain procedure is 73,46% and applying concept and algorithm to solve the problem is 41.15%. The students' mistakes while solving the Comparison task are: conceptual mistake, calculation mistake, using the wrong logic to conclude, using the wrong theorem, not checking the task. Some indicators such as the students don't understand enough about the abstract question, conceptual proof, how to start the proof, they get difficulties to remember the definition in conceptual proofing and use them to construct the proof, the students are not paying attention while reading the question, and they are having less confidence to answer the questions are the causes of the students' mistake while solving comparison. Keywords: Conceptual Understanding, students' mistake, Comparison

الملخص: أهداف البحث: أدى التحول من المنهج التقليدي إلى المنهج المتكامل القائم على الجهاز والنظام إلى تجزئة مقررات علم التشريح. لذلك، أصبح من الضروري تنفيذ عملية التعلم النشط المنظم للتدريس العملي لعلم التشريح. تم تحقيق هذا الهدف باستخدام استراتيجية تدريس مبتكرة للدروس العملية، تسمى التشريح العملي المنظم. هدفت هذه الدراسة إلى توثيق استخدام التشريح العملي المنظم لتدريس التشريح العملي ولتقييم إدراك الطلاب للتعلم عن التشريح العملي المنظم. طرق البحث: تم تقسيم الطلاب إلى ١٠ مجموعات صغيرة. وتم توزيع هذه المجموعات على محطات منظمة ذات طرق تدريس مختلفة. أخيرا، تم توزيع استبانة ''دريم'' لتقييم إدراك الطلاب للتعلم. النتائج: من بين ما مجموعه ٤٨ نقطة أظهرت هذه الدراسة متوسط مجموع النقاط ٣٢ ± ٧ من ٤٨. وتم تصنيف الطلاب إلى أربع فئات حسب الدرجة الكلية لكل طالب؛ حصل ٥٦.٧٦٪ من الطلاب على درجات ٢٥-٣٦ في نطاق الفئة ''الإيجابية''، و٢٧٪ في فئة ''ممتاز'' (٣٧-٤٨)، ١٥٪ في فئة ''سلبية'' (١٣-٢٤) و٠.٥٪ في فئة ''سيئة للغاية'' (أقل من ١٢). كان هناك عنصران في الاستبانة (١٣-٤٧) عبارة عن عناصر إيجابية قوية (أكثر من ٣ من ٤)، بينما كانت العناصر الأخرى في النطاق المتوسط الموجب (٢-٣ من ٤). الاستنتاجات: يعتبر التشريح العملي المنظم أداة فاعلة تلعب دورا حيويا في تعزيز تدريس علم التشريح العملي. تقدم طريقة التدريس هذه ابتكارا في تدريس وتعليم مقررات علم التشريح. بالإضافة إلى ذلك، يمكن أن تشير نتائج إدراك الطلاب للتعلم إلى المجالات التي تتطلب مزيدا من الاستكشاف لزيادة فاعلية طرق التدريس. Abstract: Objectives: The shift from the traditional curriculum to an integrated organ and system-based one has fragmented anatomy courses. Thus, it has become necessary to implement a structured active learning process for the practical teaching of anatomy. We achieved this goal by using an innovative teaching strategy for practical sessions called structured practical anatomy (SPA). We aimed to document the use of SPA for teaching practical anatomy and to evaluate students’ perceptions of it. Methods: We subdivided the students into 10 small groups, which we then assigned to structured stations with different teaching modalities. Finally, we administered the Dundee Ready Education Environment Measure (DREEM) questionnaire to assess the students’ perceptions of their learning. Results: Out of 48 items, our study showed a mean total score of 32 ± 7 (out of 48). We classified the students into four categories according to each student's total score; 56.76% of the students had a score of 25–36 in the ‘positive’ category range, 27% in the ‘excellent’ category (37–48), 15% in the ‘negative’ category (13–24) and 0.5% in the ‘very poor’ category (below 12). Two items on the questionnaire (13–47) were strongly positive items (greater than 3 out of 4), whereas other items were in the positive medium range (2–3 out of 4). Conclusions: SPA is an effective tool that plays a vital role in enhancing the teaching of practical anatomy. This teaching pedagogy offers an innovation in teaching and learning anatomy. Additionally, the results of the students’ perceptions of their learning reflect areas that require further exploration to boost the effectiveness of teaching methods.

As chemistry education, and science education more broadly, have shifted to emphasize realistic scientific practices as an important component of education, a number of researchers have used the Students’ Understanding of Models in Science (SUMS) instrument to assess students’ knowledge about scientific models and modelling. SUMS has also been used in a number of studies to assess the efficacy of models- and modelling-focused curricular interventions on students’ epistemic knowledge of models and modelling in several contexts. In this study, we examine the functioning of the SUMS instrument in an introductory university-level chemistry context and present evidence regarding the validity of data produced using SUMS in this context. Data collected from university chemistry students were used to examine students’ response patterns. We also present results from factor analyses, which were used to investigate the internal structure of the SUMS. The results suggest that SUMS cannot be used to support claims about undergraduate chemistry students’ epistemic knowledge of scientific models and modelling.

Translanguaging is a tool for bilingual or multilingual to learn more than one language. In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants. The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

A special place in introducing students to social and legal norms is occupied by general education institutions. Activities professionals-teachers, specially mastered pedagogical -psychological and social knowledge in the institution ensures correct students understanding of the essence of the socio-legal norms, their understanding of the social, moral and legal significance, as well as serial mastering the skills of those norms in their daily activities.

In learning Arabic, dictionaries are important thing in helping students understanding vocabulary. Understanding vocabulary does not depend on the translation directly but also requires illustrating the image to make students' understanding is easier.Especially, for students who have learned Arabic inMadrasah Ibtidaiyah. The supporting media in the form of dictionaries are expected to help students to be able to learn independently. The objectives of this study were to: (1) develop Arabic picture dictionary for 1st, 2nd, and 3rdgrade students of Madrasah Ibtidaiyah and, (2) Describe eligibility of developing Arabic picture dictionary for for 1st, 2nd, and 3rd grade students of Madrasah Ibtidaiyah. This study used development theory referring to the R & D model according to Borg and Gall. The subjects in this study were 1st, 2nd, and 3rd grade students of Madrasah Ibtidaiyah Sunan Kalijogo Malang. The types of data in this study are quantitative and qualitative data. The data collection of this study obtained from (1) media expertise, (2) material expertise, (3) Arabic teachers in Madrasah Ibtidaiyah Sunan Kalijogo, and (4) 1st, 2nd, and 3rd grade students of Madrasah Ibtidaiyah Sunan Kalijogo Malang. The results of this study are: (1) Arabic picture dictionary for 1st, 2nd, and 3rdgrade students of Madrasah Ibtidaiyah, consists of 23 chapters that have been grouped according to themes and also classes, and this dictionary is equipped with aphorisms that motivate students in learning (2) eligibility of developing Arabic picture dictionary for 1st, 2nd, and 3rd grade students of Madrasah Ibtidaiyah, declared valid with an average percentage of 86.35% of media experts, material experts, teachers, and students. Based on the results of this study, the researcher got some suggestions, which are: (1) the students,this Arabic picture dictionary can be used inside or outside the classroom to facilitate them to learning Arabic vocabularies. (2) the Arabic teachers, are using this dictionary as a supporting media to improve student learning motivation and as supporting teaching media in the classroom, (3) further researchers and other media developers, this media should be inspected for the imperfections, modified, enhanced, and developed again to make it better supporting media, and (4) Students of the Arabic Language Teaching Study Program, the results of this study can be used as material for another study and as a further development of another Arabic picture dictionary.

Penelitian ini bertujuan untuk (1) Mengembangkan chatbot sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan, (2) Mengetahui kelayakan chatbot sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan, (3) Mengetahui respon chatbot sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan. Jenis penelitian ini adalah penelitian Research and Developement (RND). Teknik pengumpulan data menggunakan observasi, angket, dan dokumentasi. Hasil penelitian aplikasi tersebut layak digunakan yaitu ditandai dengan skor 4,425 yang diberikan oleh 4 ahli teknologi. Pada penilaian SUS aplikasi secara adjective rating bernilai excellent , dengan grade scale bekategori B dan acceptability ranges masuk pada acceptable Kata kunci : chatbot , metodologi penelitian pendidikan

One of the ways to use technology in education is in the assessment process, namely e-assessment. E-assessment is a system designed to make the process more effective and efficient in terms of time, funds and assessment achievements. In this study, an e-assessment has been developed which is oriented towards students understanding. The purpose of this research is to determine the effectiveness of using e-assessment on students understanding. The research method used was a quasi-experimental in the pretest posttest group design. Students understanding data were obtained from a multiple-choice test with 25 questions related to the concept of mechanics. The data obtained were analyzed for the increase with the gain normalization equation. The results obtained indicate that the developed e-assessment model can improve students understanding with the medium improvement category. The increase in students' understanding of concept in the cognitive aspects of C1, C2 and C3 was in the high category of increase and aspects of C4, C5, and C6 increased with the category of moderate improvement.

This quasi-experimental study explored the impact of inquiry-based instruction on students’ conceptions of climate change and their perceptions of science learning environment. A total of 68 senior...

We present the results of a study of Chilean students’ understanding of scientific models, using a Spanish-adapted version of the Students’ Understanding of Models in Science instrument (Treagust, ...

This present study aimed to compare the understanding on kinematic concepts between public and private high school students in terms of the type of questions representation. Therefore, this quantitative and descriptive study applied survey methods in conducting the research. 190 students of private high school and 199 students of public high school were involved as the research subjects. The main instrument in this study was an isomorphic multiple-choice test which was developed into verbal representations, pictures and graphics. Specifically, this research instrument was adapted from Force Motion Concept Evaluation (FMCE) and High School National Exam which had been validated with a reliability number of 0.74. Another key point, descriptive statistical and inferential independent t-test were used as the data analysis. Consequently, the results showed that there were significant differences in conceptual understanding between private and public high schools’ students. The concept understanding in private high school was lower than in public high school, which was evidenced with the average scores of public high school students by 42,68 and private high school students by 22,93. All in all, high school students are more capable in answering questions over verbal representation instead of understanding the concepts with graphical representations.

Code-switching (henceforth as CS) is the use of two or more languages in conversation. It is sometimes known as ‘language mixing’. CS may occur between sentences, known as 'inter-sentential' CS; and it may also occur within a sentence, known as 'intra-sentential CS. Cs is a linguistic feature of Multi-lingual societies, as they are gifted with more privileges to use various languages. CS in Bhutan is prevalent in offices, schools, institutes and market places, formally or informally, knowingly or unknowingly. This paper highlights the attitude of Bhutanese teachers towards CS in the classroom in the process of teaching and the purposes of CS in teaching. The data for the study comprises the responses of the attitudinal test questions designed based on a Likert Scale of 20 teacher- respondents (n=20) from the various levels of Schools in Bhutan. The findings indicate that the prevalence of CS in the classrooms is used to interpret complex ideas, translate questions, seek confirmation, check students understanding, also to build solidarity and CS is most prevalent in primary education. Therefore, CS is a unique linguistic requirement in education but there is a negative towards the use of CS in the classroom in Bhutan.

Research has been carried out with the application of the make a match type of cooperative learning model to increase student understanding in the Manado International School (MIS). The problem in this study is the low understanding of students in choir material at the beginning of school, and besides that it is also due to different cultures and countries. For this reason, this study aims to determine students' understanding of choir material by applying cooperative learning type make a match to MIS students in Manado. The research setting is all students both adolescent and adult level in the first batch 2018/2019. This research uses Classroom Action Research. The instruments used were observation of teacher or coach learning activities, observation of student activities, and practical tests. Analysis of the data used is interpretation based on the calculation of the frequency distribution with discussion based on the percentage scale and indicators of learning completeness determined by the curriculum. The results of this study can be said that learning on choir material through cooperative learning of make a match type MIS in the city of Manado was declared successful. The activities of students in the first cycle carried out 80% with quite good criteria and the second cycle carried out 100% with good criteria. From this data it is known that from the stages of learning and student activity gradually increased.

The objectives of this study were to analyze the skills of students in taking the test and the differences in the skills in taking the exam between male and female students. This study used a comparative descriptive approach with a population of 970 students of SMA Negeri 13 Padang who were registered in January-June 2020 and a sample of 108 students who were selected using stratified random sampling technique. The instrument used was "Test-taking Skills Scale" with a validity r=304 and a reliability of 0.914. The data were analyzed using descriptive statistical techniques and inferential statistics (t-test). The findings at SMA Negeri 13 Padang showed the students' skills in taking the test were classified as low, and there was no difference in the skills to take the exam between male and female students. The implications for guidance and counseling services will be discussed.

The Ethnic Relations Course is a compulsory university course offered to Bachelor's Degree students at Universiti Teknologi Mara Negeri Sembilan Branch, Rembau Campus. There are two faculties that take this course at UiTM Negeri Sembilan Branch Rembau Campus are students from the Faculty of Information Management and the Faculty of Communication and Media Studies. In session II 2018/2019 a total of 52 students took this course where 37 people were from the Faculty of Information Management and 25 people from the Faculty of Communication and Media Studies. This study was conducted to examine the understanding and identify students' appreciation of the Ethnic Relations course. The methodology of this study uses quantitative research through purposive sampling design. Questionnaires were distributed to all students who took the Ethnic Relations Course in session II 2018/2019, which is a total of 52 respondents. The results of the study found that students' appreciation of this course is very good but the field study that involves focus group discussion makes students very interested in the course of Ethnic Relations even though this course revolves around history.

This research aimed to study students’ understanding and creative thinking in Innovation Subject through online learning. This quasi-experimental quantitative study focussed on students’ understanding and creative thinking of the subject through online learning brainstorming techniques. Samples of 36 students from School Y went through the treatment (online learning) and all of the students sat for the pre-test and post-test to measure their understanding and creativity of the subject. Results from paired t-test have shown that there is a significant difference between creativity and understanding of the subject in pre-test and post-test. This showed that online learning has successfully increased students understanding and creative thinking of the subject, aligned with the government’s wish and education blueprint, which is to produce outstanding citizens.

The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.