Ability Level Of Students Research Articles

IMPROVING THE ABILITY OF MATHEMATIC PROBLEM SOLVING, MATHEMATIC CONNECTION AND SELF REGULATED LEARNING WITH JUNIOR HIGH SCHOOL STUDENTS THROUGH METAKOGNITIVE APPROACH

This study is a quasi experiment, aiming to describe the level of achievement of problem solving abilities, mathematical connections of students and the independence of junior high school students through metacognitive approach. The sample was chosen randomly from the class of all students of class IX in one of SMP Negeri in Karawang regency. The two class samples were chosen as control and experiment classes. Each of us uses a set of problem solving and mathematical connection tests and a set of learning independence scales. The study found that the attainment and improvement of problem solving ability and mathematical connection ability of students using metacognitive approach is better than the students whose learning is using normal learning in terms of the students' initial ability level. While different from the independence of students who learn learning using metacognitive approach is not better than students who use regular learning in terms of initial ability level of students. However, there is no interaction between the metacognitive approach and the student's initial ability level in generating problem solving skills and mathematical connections as well as learning independence which means that increased problem solving abilities and mathematical connections are largely influenced by the metacognitive approach.

APPLICATION OF A REALISTIC APPROACH TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING AND SELF REGULATED LEARNING OF JUNIOR HIGH SCHOOL STUDENTS

This study is a quasi-experimental research, which aims to examine the achievement and improvement of problem-solving skills of mathematics and the independence of junior high school students learning through a realistic approach. The population in this study is all students of class VIII SMPN 4 Subang. Samples were taken by random class, obtained two classes of class VIII H as the experimental class and VIII.F as control class. The instrument in this study is a set of mathematical problem-solving test and a set of learning independence scales. The study found that the achievement and improvement of students' mathematical problem-solving ability and the independence of student learning whose learning using realistic learning are better than that of learning using ordinary learning in terms of the initial ability level of students. There is an interaction of mathematical problem-solving abilities between students whose learning uses a realistic approach with a student's initial ability level. Meanwhile, there is no interaction between realistic learning with the level of initial ability of students in generating student self-reliance. Besides, there is no association between mathematical problem solving ability and student learning independence, both in class that use realistic and classroom learning using ordinary learning. The picture of student's performance during realistic learning is more active, it shows the involvement of students both individually and in collaboration with the group, so that it can improve the problem solving ability of mathematics as well as student's learning independence. The description of the students' difficulties in solving the problem of mathematical problem solving ability lies in the indicator about number 5 which is about making the mathematical model because of the lowest percentage indicator.

Method of Identification in Gifted and Talented Student

The purpose of this study is to identify intelligent smart pupils. There is a contemporary mind that challenges the view that high ability and IQ are synonymous. Contemporary thinking also challenges the view that being a talented student is something that is real. In Malaysia and abroad it provides a variety of methods to identify intelligent smart pupils in order to improve their level and to provide appropriate education to the actual level of students' ability. The level of student ability dikenap sure whether the clinical methods or instruments of education. In this case, teachers and parents need to be clear about the measurement and assessment of student's ability level. There is no specific concept for intelligent and talented smarts. It is constantly changing from time to time. It is not only based on intelligence but also includes general intellectual capabilities, academic achievement, creative thinking and productive, leadership, visual arts and acting as well as psychocomposition capabilities. How to identify smart kids based on standardized tests of general ability, achievement, creativity, tendency and personality. It can also be identified based on predictions of teachers, parents, peers and self-esteem. This article will discuss the methods used to identify intelligent smart children ie through cognitive ability test, academic achievement and aptitude test, teacher ratings and nominations.

Computerized Adaptive Testing Design for Students with Visual Impairment

Computerized Adaptive Testing (CAT), a product of scientific advancements and new technologies in the field of measurement and evaluation in education, may be considered beneficial in reaching more valid and reliable test results for students with visual impairment. CAT renders more reliable test results in less time with fewer items that are well-matched to the ability levels of students. When these basic properties of CAT are considered, we can state that the use of CAT in assessing the ability levels of students with visual impairment may provide a significant step in attaining fair and comparative test results. The aim of this research is to develop audio-based CAT software for visually impaired students and to guide future studies by providing assessment, development, and design procedures. We created an item pool comprised of 166 audible items to assess the listening comprehension levels of students with visual impairment at secondary school. We have reported all data that indicate the validity and reliability scores through test development process, such as the acquisition analyses, expert opinions, pre-trial application (n=196), trial application (n=608), assumptions for the Item Response Theory. We have depicted of all the steps of software development on the basis of multimedia design principles in detail. Parameter estimates and software development studies were made according to 3 parameter logistic model. During item development and software testing, opinions of 7 students with visual impairment were considered. As a result, a valid and reliable CAT, named SesliTest , has been developed for students with visual impairment at secondary school. The research carries great importance since it proves CAT is applicable for students with visual impairment.

Effectiveness of 5e-model of Instruction for Scientific Achievement: An Exploration of Age, Cognitive Domain and Ability Level of Students with Hearing Impairment

Effectiveness of 5e-model of Instruction for Scientific Achievement: An Exploration of Age, Cognitive Domain and Ability Level of Students with Hearing Impairment

Relationship of Ability in Project Implementation that Applied Sufficiency Economy Philosophy with the Development of High Order Thinking Skill of Graduate Diploma in Teaching Profession of St. Theresa International College

The purposes of this research are to study the ability level of the graduate diploma students in project implementation that applied the concept of sufficiency economy philosophy, to study high order thinking skill of students and to study the relationship between ability in project implementation that applied the concept of sufficiency economy philosophy with high order thinking skill of the graduate diploma in teaching profession of St. Theresa International College in Thailand. Sample group is the total of 123 graduate diploma in teaching profession students of St. Theresa International College. Instruments used are questionnaire and the statistical of mean, t-Test, Pearson’s simple correlation moment was used in the research. The study result found that the overall students’ level in project implementation is in the high level and the high order thinking skills is also in high level. However, the study also found that students’ ability in project implementation with the high order thinking skill in overall have relationships in high level in the statistical significant level of .01 with the coefficient correlation value of .750.

Development and validity of the Rating Scales of Academic Skills for Reading Comprehension.

The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described-the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on 177 students. Each teacher rated students who had been identified through school-based universal screening to be below the 25th percentile, between the 25th and 74th percentile, and at or above the 75th percentile on national normative standards. Results indicated the RSAS-RCN has strong to moderate evidence of (a) 1-week test-retest reliability, (b) concurrent validity with the Group Reading Assessment and Diagnostic Evaluation (GRADE) and end of year state assessment in reading, and (c) significant classification accuracy across student ability levels. Principal component analysis and item response theory (Rasch modeling) indicate the RSAS-RCN is comprised of a single general dimension. Overall, this examination of the RSAS-RCN suggests teacher judgment may be a potentially valuable tool in assessing reading comprehension among upper elementary school students. (PsycINFO Database Record

Mathematics creative thinking levels based on interpersonal intelligence

Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.

PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH MELALUI MEDIA AUDIO VISUAL TERHADAP PENINGKATAN KEMAMPUAN BERPIDATO SISWA KELAS IX SMP NEGERI 1 NUSAHERANG KABUPATEN KUNINGAN

And result process study of ability orate IX SMP Country class student 1 Nusaherang Sub-Province Brass not yet directional and not yet reached result of optimal. Student ability level in speech is still low. It is caused of implementing not relevant with the student characteristics. The aim of this research is is to effectiveness descriptions model study base on the problem of passing visual audio media to ability orate IX SMP Country class student 1 Nusaherang, influence descriptions model study base on the problem of passing visual audio media to ability orate IX SMP Country class student 1 Nusaherang, and IX SMP Country class student respon descriptions 1 Nusaherang about usage model study base on the problem of passing visual audio media to ability orate. In this research the writer use in esperiment method through pretest-postest control group design. This design consist of two control group. In the process problem based learning is done by experiment group and it will be demonstrated by control group. The measurent is given after the writer make the various conditions to the students. Result of the research indicates that problem based learning by using audio visual media is more effective in improving the student speech ability. It can be drawn by the students activity. All the students learn the material more cooperatively and they have ability in speech in amount 0,8752 = 0,76 (76%) it means that the students speech ability is influenced by implementing problem based learning through audio visual media. Most of the student agree and give positive respons toward implementing problem based learning through audio visual media. The benefit of using this approach: 1) to increase student motivation, 2) to increase student creativity, 3) to awoid boring sense in learning, and (4) to improve respect attitude toward other opinion.

Assessing students' disciplinary and interdisciplinary understanding of global carbon cycling

AbstractGlobal carbon cycling describes the movement of carbon through atmosphere, biosphere, geosphere, and hydrosphere; it lies at the heart of climate change and sustainability. To understand the global carbon cycle, students will require interdisciplinary knowledge. While standards documents in science education have long promoted interdisciplinary understanding, our current science education system is still oriented toward single‐discipline‐based learning. Furthermore, there is limited work on interdisciplinary assessment. This article presents the validated Interdisciplinary Science Assessment of Carbon Cycling (ISACC), and reports empirical results of a study of high school and undergraduate students, including an analysis of the relationship between interdisciplinary items and disciplinary items. Many‐faceted Rasch analysis produced detailed information about the relative difficulty of items and estimates of ability levels of students. One‐way ANCOVA was used to analyze differences among three grade levels: high school, college Freshman–Sophomore, college Junior–Senior, with number of science courses as a covariate. Findings indicated significantly higher levels of interdisciplinary understanding among the Freshman–Sophomore group compared to high school students. There was no statistically significant difference between Freshman–Sophomore group and Junior–Senior group. Items assessing interdisciplinary understanding were more difficult than items assessing disciplinary understanding of global carbon cycling; however, interdisciplinary and disciplinary understanding were strongly correlated. This study highlights the importance of interdisciplinary understanding in learning carbon cycling and discusses its potential impacts on science curriculum and teaching practices.

Anxiety and Competence Achievement of Midwifery students During Midwifery Clinical Practice of Maternal Neonatal Emergency

Background: Anxiety is often experienced by students when following clinical education. Anxiety at moderate level is required for the learning process, but at high level it lowers the learning. The objective is to determine the level of anxiety, competency achievement, the relationship between them and the things that are perceived by the students and the clinical instructors when following clinical practice.Methods: A quantitative, cross sectional study using questionnaires to 42 midwifery students continued with the qualitative by in-depth interviews with three students and six clinical instructors.Results: The level of anxiety was no to mild anxiety by 19.05%, mild to moderate anxiety by 66.67%, and moderate to severe anxiety by 14.28%. Around 2.38% of the students earned a grade of a B, 45.24% earned a B + and 52.38% earned an A. The relationship between the level of anxiety and competency achievement was shown with an r value of -0.043.Conclusion: The level of anxiety in clinical practice of midwifery students was mild to moderate, and the competency achievement was excelent. There was a negative and very weak correlation between the level of anxiety and competency achievement. Things perceived by the student following clinical practice were a matter of personalization, innovation, individualization, involvement, task orientation, and satisfaction, while things perceived by the clinical instructors were a matter of time constraints, much work load, student preparedness, student ability level, challenge to patient, student motivation, and hospital environments.

Using Generic Templates to Promote the Use of High Quality Learning Designs in Higher Education

Designing for learning in the higher education sector is a complex task, especially in light of the increasing diversity of the student body. With research pointing to an inverse relationship between student engagement and attrition rates, lecturers need to be mindful of a wide range of student ability levels, socio-economic backgrounds, learning styles, and specific curriculum requirements when designing for their students’ learning. Learning design is a professional activity for which many of our academic staff are not trained. There are examples of learning designs which apply the most recent research into learning but a number of studies have shown that they are not widely utilised in all universities. This current study took a mixed methods approach to explore whether generic templates (a learning design pattern to which subject content can be added) could be used to share well-researched, high quality learning designs across a range of disciplines. The results revealed that generic learning design templates can provide a means for lecturers to access a broad range of learning designs but there are barriers to sharing these in the higher educational sector. At a time when providing students with a quality learning environment is considered highly desirable, it might be time these barriers were reviewed. By using generic templates, lecturers might be encouraged to explore new learning designs and reflect on how their existing teaching approaches affect their students’ learning.

Pembelajaran Missouri Mathematics Project dan Penemuan Terbimbing terhadap Hasil Belajar Matematika Ditinjau dari Kemampuan Awal di SMK

The aims of this study are to test: 1) the differences of the influences between MMP learning strategy and Guided Discovery learning strategy towards mathematics learning outcomes, 2) the differences of the influences between students’ initial ability level towards mathematics learning outcomes, and 3) the interaction between MMP learning strategy and students’ initial ability level towards mathematics learning outcomes. The Quasi-experimental research design used the population of all students from class XI of SMKN 3 Klaten. This research uses cluster sampling. Data were collected by documentation and tests. Technical analysis used anava, different two way cells, and then followed by Scheffe method. The results of this study showed: 1) the students’ learning outcomes by using MMP learning strategy are better than by guided discovery learning strategy, 2) the students’ learning outcomes of high initial ability level students is better than middle and low initial ability level students, and the students’ learning outcomes of middle initial ability level students is better than low initial ability level students, and 3) MMP learning strategy is more effective than guided discovery learning strategy towards middle initial ability level students. MMP learning strategy, the learning outcomes of high initial ability level students is better than middle and low initial ability level students, the learning outcomes of middle initial ability level students is better than low initial ability level students. Meanwhile, guided discovery learning strategy, the learning outcomes of high initial ability level students is better than middle and low initial ability level students. As for, in guided discovery learning strategy, the learning outcomes between middle and low initial ability level students gets the same learning outcomes.

基于Rasch模型对九年级数学能力测验进行质量分析

使用Rasch模型分析软件WINSTEPS对九年级数学能力测验进行质量分析，通过怀特图(Wright Map)了解该测验的整体情况，包括题目难度，学生能力水平；通过单维性检验、项目拟合度、气泡图等反映题目质量的高低。研究结果表明：① 该测验基本符合其测量目标。能较好地区分出学生能力水平和题目难度。② 题目较简单，学生能力水平范围大于题目难度分布，应增加部分高难度题目。③ 存在个别题目与模型预期的结果不一致，需进一步分析其内容与答题状况。研究所分析的九年级数学能力测验总体上能够准确地进行参数估计，是一套质量较高的测验，该测验基本符合其测量目标。 In this study, the Rasch model is used to analyze the quality of the nine-year mathematical ability test. We use WINSTEPS software to estimate the parameters of the data, including the difficulty of the item, the level of students’ ability and the standard error. Through the Multidimensional testing, the item fitting and the bubble map reflect quality of test. The results show that: 1) the test is basically in line with its measurement objectives. It can better distinguish the level of student ability and the difficulty of item; 2) the item is relatively simple; the level of student ability is greater than the degree of difficulty distribution. This text should add some difficult topics; 3) the existence of individual item and the expected results of the model are inconsistent, needing further analysis of its content and answer status. The nine-year mathematical ability test, which is analyzed in this study, is an accurate test of the quality of the test, which is basically in line with its measurement objectives.

Peer effects in early schooling: Evidence from Brazilian primary schools

Empirical investigations of peer effects on student achievement are often challenged by methodological problems related to the simultaneous influence of peer interactions and selection bias. To minimize these problems, I estimate peer effects controlling for school fixed effects and using educational data at school entry, when students’ baseline performance has not been influenced by their peers and ability grouping is less common because schools have unclear information about the ability level of incoming students. Using longitudinal data from Brazil, I compare students at the beginning and at the end of first grade to see whether classroom composition with respect to peers’ academic performance impacts students’ achievement gains in their first year in school. Consistently with previous literature, results suggest that students learn more when they attend classrooms with higher achieving peers. Whereas classroom heterogeneity in terms of peers’ ability tend to have a negative but small effect on achievement gains in first grade. Empirical investigations of peer effects on student achievement are often challenged by methodological problems related to the simultaneous influence of peer interactions and selection bias. To minimize these problems, I estimate peer effects controlling for school fixed effects and using educational data at school entry, when students’ baseline performance has not been influenced by their peers and ability grouping is less common because schools have unclear information about the ability level of incoming students. Using longitudinal data from Brazil, I compare students at the beginning and at the end of first grade to see whether classroom composition with respect to peers’ academic performance impacts students’ achievement gains in their first year in school. Consistently with previous literature, results suggest that students learn more when they attend classrooms with higher achieving peers. Whereas classroom heterogeneity in terms of peers’ ability tend to have a negative but small effect on achievement gains in first grade.

동료 멘토링 수학 수업에서 학생의 수학적 인성 및 수학 학업성취도 분석

본 연구는 동료 멘토링을 활용한 수학 수업에서 학생들의 수학적 인성과 수학 학업성취도에 미치는 영향을 분석하는데 목적이 있다. 본 연구 결과 동료 멘토링을 활용한 수학 수업에서 선행 연구들과는 달리 수학적 인성의 하위요소인 존중심, 배려심, 공유심, 개방심 영역에서 멘토 집단과 멘티 집단 사이에 통계적으로 유의미한 차이는 보이지 않았다. 그러나 수학 일기와 학습지 분석을 통해서는 동료 멘토링 수업으로 인한 수학적 인성의 변화를 각 하위 요소별로 구체적으로 확인해 볼 수 있었고, 학생들의 수학 학업성취도에도 통계적으로 유의한 차이를 보이는 것으로 나타났다. 이러한 결과를 바탕으로 동료 멘토링을 활용한 수업은 학생들의 수학적 인성 함양과 수학 학업성취도 향상에 도움을 주고, 멘토보다는 멘티에게 보다 큰 변화가 있음을 알 수 있었다. 초등 수학 수업에서 동료 멘토링에 대한 다양한 학년 수준에서의 후속 연구를 제언하였다. This study was to investigate the effects of peer mentoring on students' mathematical characters and mathematics achievements in mathematics class. The participants were twenty four 6th grade elementary students at the S school in Sungbuk-Gu, Seoul, Korea. They were divided into 4 groups according to the combination of groups. The researchers analyzed the experimental group and the control group with covariances on the sub-factors of the mathematical characters such as respect, caring, sharing, and openness. However, there were no statistically significant changes. However, with the help of the two analyses on the mathematical logs and the worksheets which had been carried out in advance by the quantitative and qualitative research methods, the researchers investigated how the peer mentoring-applied instructions would change the mathematical characters for each sub-factor in detail. In conclusion, the peer mentoring-applied instructions makes a positive contribution to the students' mathematical character and mathematical academic achievements. We suggest that peer mentoring in mathematics lessons should be adopted in various mathematical ability levels of students.

PROFIL PEMECAHAN MASALAH MATEMATIKA TERBUKA SISWA BERKEMAMPUAN MATEMATIKA TINGGI DI SMP KELAS VIII SMP MUHAMMADIYAH 17 PLUS SURABAYA

In daily life, people are always having problems. The problem has many solutions or a solution only to solve it. In learning mathematics, there is open-ended problem that is also a problem that has many ways of solving. Polya (1973) argues that there are four steps in solving the problem. They are: (1) understand the problem (understanding the problem), (2) make a plan (devising a plan), (3) implementation (carrying out the plan), (4) re-examine (looking back). By seeing the results of several studies suggest that the ability level of students affect the process of solving math problems. Based on this background then, the problem that also the focus of this research was How the profiles of the problem solving mathematical junior open class VIII student based on his mathematical abilities?.

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

AbstractBuilding communities that are resilient and adaptive to climate change requires the development of education strategies that train community members in higher order thinking skills that can be used to solve complex environmental problems. This study provides an empirical test of hypotheses within social‐ecological systems resilience theory that have suggested metacognitive learning strategies could increase resilience thinking skills such as scenarios thinking, systems thinking, and the ability to interpret and apply ecological data in complex problem solving. During a 6‐week long ecology unit with 108 seventh‐grade students, we taught half the students using standard inquiry teaching methods and the other half using the same method, with the addition of a daily metacognitive learning intervention. We investigated the short‐term (after six weeks of intervention) and long‐term (1 yr after the intervention ended) effects of the intervention on student's metacognitive ability and resilience thinking skills. Over the long term, we found a modest increase in the metacognitive ability of students who received the daily metacognitive journaling exercise. Interview data suggest that the structured metacognitive practice did most to improve the resilience thinking level of students who had low resilience thinking ability prior to the intervention period. However, the interaction between pre‐treatment ability level and the treatment group was not detected in the written assessment data. These data suggest that the metacognitive learning intervention we used can benefit metacognitive ability over the long term, but has limited transferability to resilience thinking skills for most students. We suggest additional instructional practices for implementing metacognitive teaching approaches that could enhance the generalizability of their benefits across resilience thinking skills and student's ability levels.

A STUDY ON THE ABILITY OF THE SECOND YEAR STUDENTS OF BUSSINESS ENGLISH STUDY PROGRAM BENGKALIS STATE POLYTECHNIC IN SUMMARIZING ENGLISH TEXT

Abstract: The ability of summarizing is essential to be acquired by students. In writing, students often summarize when quoting opinions and writing papers. This descriptive research is aimed at finding students’ level of ability in summarizing an English text as well as the highest and the lowest aspects of writing. Population of the research was second year students of Business English Study Program Bengkalis State Polytechnic consisting of 48 students. Technique of sampling used was random sampling technique. The chosen samples were 24 students of the population. Data and information were gathered by a writing test. The students were asked to write a good summary of a text given. The findings revealed that the ability level of students in summarizing text was in fairly good. While the second highest was in good category. This finding was based on the highest percentage of students’ score in summarizing of a text. In addition, the findings also explain that the highest aspect of writing was on fluency while the lowest percentage was on organization. It can be concluded that the students have good ability in summarizing English text. Keywords : Students’ Ability, Summarizing, Text

OBE Module for Placement of Undergraduate Program Students

The scenario of engineering education in India is changing through the National Board of Accreditation (NBA) process which has shifted its focus from output based education to Outcome Based Education (OBE). Purpose of monitoring the OBE is to manage the attainment of graduate attributes as required by many quality assurance guidelines. Maintaining right quality in education is essential for the overall growth of human race to sustain. Hence it can be said that, quality is not a choice but it should be mandatory. The purpose of this paper is to develop and test amodel for understanding application of levels of Bloom's taxonomy and hence to determine its impact on student's learning process. This paper discusses on the impact analysis of OBE module designed and implemented for improving the employability of the undergraduate students. Choice of test modules for OBE module was done as per the common placement criterions of companies by conducting the sessions such as technical test, aptitude test, and the personal interviews. The pre-test in all three categories helped us to analyze the grey areas of students and design training accordingly. The post test portrayed that, training based on results of pre-test could improve the performance of the students at apply and analysis level. Thus OBE based placement module has justified its importance in enhancing the ability level of students for quality placement.