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Junior high school students in technology education in Japan have long been instructed on crop cultivation as the technology of nurturing living things. However, animal keeping became compulsory in 2021, and researchers have not established understanding of students’ readiness for animal keeping. For this study, researchers distributed a Google Forms survey to a group junior high school students establish how they understood animal keeping in contrast with crop cultivation. In total, 1,064 junior high school students responded, more than 90% had experience with crop cultivation, and more than 60% had experience with keeping animals. About 60% of the students were enthusiastic about learning how to raise animals and about keeping pets in general, but nearly 75% responded negatively to keeping livestock. Only 20% of students knew the correct answer to a question about changes in dairy cow milking amounts compared with 30 years ago, and the prosperity of the local industry had little impact on students’ motivation, although students with previous experience keeping animals were more motivated to learn about animals.

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.

The student conception needed to analyze problems and obtain effective solutions. It is also required to train students to think reflective and argumentative, so expressing student conception is necessary. This research aimed to describe the schemes of students' conception through digital arguments in online learning. This research was descriptive qualitative by uncovering students 'digital arguments and making schemes of students' understanding based on digital arguments presented in written discussions. Research Data were from electronic discussion forums, and unstructured interviews in biology and physics. The analysis results describe that digital argumentation can use to schemes students' conception.

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 was conducted to analyze the students 'initial and final understanding after the application of JITT with 3D animation, to identify students' responses and arguments, and to determine the impact of using JITT with 3D animation. This research involved 43 students of the 6th semester of the 2019-2020 academic year of the Physics Education study program of the Universitas PGRI Kanjuruhan Malang who took solid state physics course. Students' initial and final understanding was analyzed through responses and arguments presented during the pretest, while the impact of JITT application with 3D animation was analyzed based on the results of the pretest and posttest as well as student responses during the learning process expressed through short interviews and discussions. The qualitative and quantitative data generated from the mixed-method approach were analyzed simultaneously. The results show that the students understand that the atomic radius for all the different crystal lattices is the same, namely a/2. This was awakened by an early understanding of the general definition of the radius. However, after following the JITT stages with 3D animation, their understanding changed that the atomic radius of each crystal lattice is different in length. In addition, the results of statistical analysis showed that there was a very significant increase in the students' mastery of concepts from an average of 26.9 to 96.7. Meanwhile, the N-gain value is very high, namely 0.96 in the very effective category, which illustrates that JITT with 3D animation has had a high impact on students' understanding of atomic radius in the concept of crystal geometry.

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...

This study explored how U.S. middle school students made sense of a variety of topics from world history. I conducted qualitative, task-based, small group interviews with 66 sixth and seventh grade students enrolled in world history courses. Findings indicated that students assimilated new information from world history to their prior knowledge of U.S. history, often mixing content knowledge from U.S. history into their understanding of world history. They also used a narrative theme of progress to structure world history knowledge and centered historical narratives on individuals rather than larger social/political circumstances. Thus, narratives that served as tools in students’ reasoning about U.S. history were found to wield significant influence over their understanding of world history topics. These findings suggest that conceptual changes are necessary for students to develop more complete and nuanced historical understanding.

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).

BACKGROUND There is limited literature exploring the benefits of interactive wheelchair educational programs in medical student curricula. OBJECTIVE To identify the effect of an educational interactive wheelchair program on medical students' understanding of wheelchair use. Researchers hypothesized that the program would increase understanding. DESIGN Repeated-measures survey study with postintervention comparison. SETTING Inpatient acute rehabilitation center. PARTICIPANTS Out of 123 eligible fourth-year medical students on a mandatory physical medicine and rehabilitation clerkship, 79 students participated. INTERVENTION All participants underwent a 2-hour educational wheelchair program consisting of (1) a disability lecture; (2) a video on the importance of proper wheelchair type and fit, wheelchair prescription, as well as recreational wheelchair use; and (3) an interactive wheelchair experience. MAIN OUTCOME MEASURES Pre- and postsurvey Likert scale questions measured medical students' understanding of four main areas: (1) impact of manual wheelchair use, (2) challenges of manual wheelchair use, (3) manual wheelchair skills, and (4) wheelchair etiquette. RESULTS A two-tailed sign test demonstrated a highly significant increase from pre- to postsurvey scores in each survey section (P

This article focuses on Swedish students’ understanding of study trips to Holocaust memorial sites. Although about a quarter of all Swedish teenagers visit the Auschwitz-Birkenau State Museum each ...

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.

The goal of this study is to see how problem-solving learning paradigms affect students' grasp of physics ideas. This study is a quasi-experimental study. The sample was chosen using the cluster random class methodology, which consisted of two classes, the first of which was taught using a problem-solving learning model and the second of which was taught using traditional methods. Experiment classes provide problem-solving opportunities to help students better understand physics ideas, while control classes are taught in a traditional manner. Pre- and post-test results from students in both classes were used to collect data. The two-way Anava-test was applied, and the level of significance was found to be 0.000 (sig. 0.05), indicating that problem solving learning is beneficial in improving students’ understanding of physics concepts.

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 ...

The aim of the study was to examine the relationship between the relationship between instructional videos and students' understanding of the learning material. Researchers create digital learning materials through video material (VBL), especially math in RPTRA. The researchers used correlation analysis to examine the relationship between the learning material in video form and the level of understanding of the students in the material. The method used by the researcher was to experiment with elementary-level children from various primary schools. Then, based on the experimental results, the correlation analysis test was performed to see the relationship between the student's understanding and the learning material through video. From the results of the assessment, it can be seen that the video material can help the understanding of the students and can also increase the motivation of the students in learning mathematics. Therefore, video learning can help students understand mathematics and help teachers teach mathematics in a more interesting way.

As the size of a nanoparticle is reduced, the fraction of surface atoms increases. It is interesting to note that various chemical and physical properties depend on the fraction of surface atoms. One of the most obvious questions that arise is how could one possibly estimate the fraction of surface atoms in a nanoparticle? Herein, we discuss various approaches for the same and attempt to figure out an accurate approach. We believe that the analysis presented here would benefit the undergraduate and graduate students who have taken nanomaterials courses, with a better understanding.

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.

Crosscutting concepts (CCCs) are superordinate in the scientific concept system, common across disciplines, and very abstract. These characteristics, with the addition of incoherence in their curricular presentation, can challenge instructors. We designed a modular course based on coherence and conceptual understanding. The course structure was arranged in accordance with intra- and inter-unit coherence of CCCs, and each lesson was prepared according to “concept-based instruction” and the “5E instructional model.” The results of the pretest and posttest and the semi-structured interviews consistently showed that the participating high school students significantly improved their understanding of CCCs, thus supporting the effectiveness of the modular course.

The integration of cultural context in mathematics teaching materials is a form of implementing ethnomathematics-based teaching. It is an effort of making mathematics learning easier and meaningful. This paper reports the effect of an ethnomathematics teaching material on students’ understanding of linear equations at the Department of Primary Education Universitas Syiah Kuala. 105 students participated in the study. Students’ understanding was assessed using a test. Data analysis was conducted using descriptive qualitative method. Students’ understanding of linear equation was analyzed based on 3 aspects of solving linear equation problems: correctly translate word problems into linear equation, perform calculation correctly, and give correct final answer. Results showed that more than 83% of the students could answer the test satisfactorily. Therefore, it is concluded that the implementation of the ethnomathematics teaching material helps students understand linear equation. This finding implies that the implementation of ethnomathematics teaching material is beneficial for mathematics learning.

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.

Цель: исследовать возможности и методы интеграции аспектов устойчивого развития в систему подготовки студентов учетных и аналитических специальностей в университетах. Обсуждения: необходимость подготовки студентов к пониманию целей и требований устойчивого развития становится все более очевидной. Однако включение дисциплин, связанных с изучением концептуальных основ и прикладных аспектов стратегии устойчивого развития в учебную программу, остается пока нерешенной проблемой для высшего образования. В ходе исследования был сделан вывод о том, что восприятие учетно-аналитических дисциплин через призму ценностей устойчивого развития требует и новых подходов к обучению этим дисциплинам и дает мощный импульс к дальнейшему их развитию. Результаты: на основе анализа существующих практик и собственного опыта в работе были определены методы включения вопросов устойчивого развития в учебный план подготовки студентов учетных и аналитических специальностей, дана оценка преимуществам и ограничениям методов, а также предложена последовательность этапов и ожидаемые результаты интеграции.

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.

Considera-se o conhecimento do professor como sendo especializado, para a sua atuação docente no que tange ao conhecimento do conteúdo e ao conhecimento pedagógico do conteúdo. Assumindo que cada área profissional demanda um conhecimento específico, a formação de professores deverá preocupar-se com as especificidades desse conhecimento para formar profissionais. Para que os alunos entendam, o professor deverá assumir como ponto de partida, para as discussões, o que os alunos já conhecem e como conhecem, o que demanda um conhecimento matemático específico que denominamos de Conhecimento Interpretativo. Este texto discute a necessidade e a importância de uma mudança de foco na formação de professores com vistas a capacitar profissionais para uma atuação docente que busque desenvolver o entendimento matemático dos alunos. Com esse fito, apresenta-se e discute-se uma tarefa para a formação que tem por objetivo desenvolver o Conhecimento Interpretativo de (futuros) professores no âmbito das frações.

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.

Evolution is an essential underlying concept in biology. Previous research demonstrates that many obstacles exist that prevent successful teaching and learning about evolution. This research study ...

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 was to obtain empirical data about the relationship between students' understanding of the Unitary Republic of Indonesia (Unitary State of the Republic of Indonesia) and the state defense attitude at SMK Al-Bahri Bantar Gebang. This research was conducted on grade X students of Al-Bahri Bantar Gebang Vocational School. The research method used was quantitative descriptive method with correlation study approach. The sample in this study was taken randomly using the Proportional Random Sampling technique with a sample size of 40 respondents. The instrument used was a multiple choice test for variable X and a questionnaire with the type of attitude scale for variable Y. The reliability test results for variable X were 0.968 (0.968> 0.444) and Y variable were 0.965 (0.965> 0.444). Hypothesis testing is done using Pearson's product moment formula. Obtained r count 0.656 with r table 0.312 (0.656> 0.312). Thus it can be concluded that there is a positive relationship between students' understanding of the Homeland with the attitude of defending the country. Keyword: Understanding, Unitary Republic of Indonesia, Defending the Nation Abstrak : Tujuan penelitian ini adalah untuk memperoleh data empiris tentang hubungan pemahaman peserta didik tentang NKRI (Negara Kesatuan Republik Indonesia) dengan sikap bela negara di SMK Al-Bahri Bantar Gebang. Penelitian ini dilakukan pada peserta didik kelas X SMK Al-Bahri Bantar Gebang, Metode penelitian yang digunakan adalah metode deskriptif kuantitatif dengan pendekatan studi korelasi. Untuk sampel dalam penelitian ini diambil secara acak menggunakan teknik Proporsional Random Sampling dengan jumlah sampel 40 responden. Instrumen yang digunakan adalah berupa tes pilihan ganda untuk variabel X dan angket dengan jenis skala sikap untuk variabel Y. Hasil uji realiabilitas variabel X sebesar 0,968 (0,968 > 0,444) dan variabel Y sebesar 0,965 (0,965 > 0,444). Pengujian hipotesis dilakukan dengan menggunakan rumus product moment pearson . Diperoleh r hitung 0,656 dengan r tabel 0,312 (0,656 > 0,312). Dengan demikian dapat disimpulkan bahwa terdapat hubungan positif antara pemahaman peserta didik tentang NKRI dengan sikap bela negara. Kata Kunci : Pemahaman, Negara Kesatuan Republik Indonesia, Bela Negara