Average Ability Students Research Articles

PENINGKATAN KETERAMPILAN PASSING BAWAH BOLA VOLIMELALUI STRATEGI PEMBELAJARAN SESAMA TEMANPADA SISWA KELAS IV SD NEGERI 001 EMPAT BALAIKECAMATAN KUOK KABUPATEN KAMPAR

The background of this study were (1) the majority of students are reluctant to play volleyball because it is difficult to play; (2) in playing volleyball, there are still many students who are not yet using the basic motion correctly; and (3) most of the students have not been able to do down in the passing game of volleyball so that students passing the ball difficult to be directed to his friend. This study aims to determine the learning outcome passing down using peer teaching learning strategi students class IV of SD Negeri 001 Empat Balai Kecamatan Kampar Kuok. The research was conducted in the students class IV of SD Negeri 001 Empat Balai, Kecamatan Kuok, Kampar. The study was conducted over four months, from January 2015 to April 2015. This form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the results of research and discussion that the basic motor skills of passing under the students class IV of of SD Negeri 001 Empat Balai, Kecamatan Kuok, Kabupaten Kampar could be enhanced through learning strategies among friends. This statement is supported by the results that have been raised previously, namely: (1) the results of initial tests students' abilities before the application of learning strategies neighbor is 64.7 or category fairly competent; (2) in the first cycle of average ability of students increased by a competent value category (71.1); (3) in the second cycle of average ability students categorized competent (77.1) with 80% completeness. This indicates that the completeness kasikal has been reached, in which the research is successful if the completeness achieved 80% of students scored at least 70.

Teachers’ Conceptions of Gifted and Average-Ability Students on Achievement-Relevant Dimensions

Stereotyping of gifted students may not only hinder identification and actualization of potential but also personality development (“stigma of giftedness”). This is obvious in the case of negative stereotyping (e.g., the disharmony hypothesis, which sees gifted students as intellectually strong, but emotionally and socially inferior), but even overly positive stereotypes (e.g., the harmony hypothesis, which sees gifted students as superior in all respects) may prove harmful in that they put gifted students under pressure. In this study, we examined whether teachers’ conceptions of the gifted are in line with either of these stereotypes. In a between-subjects design using vignettes, 246 German teachers rated fictitious students varying in ability level (gifted/average), gender (girl/boy), and age (8/15 years) on intellectual ability, motivation, prosociality, and maladjustment. Strong measurement invariance across vignette types was demonstrated for all dimensions. A repeated-measures analysis of variance of latent factor scores of the four dimensions showed that teachers considered gifted students more able, but less prosocial and more maladjusted than average-ability students. Whereas higher intellectual ability is in line with empirical findings about the gifted, lower social ability and higher maladjustment are not. Implications for theory, research, and educational practice are discussed.

THE STUDENTS’ ABILITY IN UNDERSTANDING LISTENING QUESTION RESPONSE IN TOEIC TEST

The purpose of this research was to determine the extent of students' skills inlistening comprehension in response to a question on the seventh semester student of theFaculty of Teaching and Education English Lancang Kuning University Pekanbaru. Theimportance of these tests is to megidentifikasi readiness of students in mastering the Englishlanguage to be used in the working world of international working environment. Thisresearch was conducted by survey method as a design. Participants in this study were fiftytwostudents, an instrument that researchers use in this research is to give thirty-questionmultiple-choice questions about the response. The results of this study showed that fifty-twostudents can be seen that the total overall value is 3040, the value of recurring middle value53.3 and 60. Values range from low to high at 23.3 from 93.3. After calculation, the averagestudent's ability to respond to questions is 58.46. In other words, the ability of students tounderstand listening to respond to questions categorized as low.

Gifted and Maladjusted? Implicit Attitudes and Automatic Associations Related to Gifted Children

The disharmony hypothesis (DH) states that high intelligence comes at a cost to the gifted, resulting in adjustment problems. We investigated whether there is a gifted stereotype that falls in line with the DH and affects attitudes toward gifted students. Preservice teachers ( N = 182) worked on single-target association tests and affective priming tasks. High intelligence was more strongly associated with gifted than with average-ability students. Adjustment problems were more strongly associated with gifted than with average-ability students for males only. Attitudes toward gifted students were neutral when no component of the DH was activated but were negative toward gifted males when adjustment difficulties were activated. Implicit associations and attitudes were in line with the DH—but only for male students.

UPAYA PENINGKATAN AKTIVITAS BELAJAR SISTEM HIDROLIK MELALUI METODE JIGSAW LEARNING PADA SISWA KELAS X TKR 1 SMK MUHAMMADIYAH KARANGMOJO KABUPATEN GUNUNGKIDUL

This study aims to improve the learning activity through the hydraulic system of Jigsaw Learning method in class X TKR SMK Muhammadiyah 1 KarangmojoThis study is an action research (PTK). The subjects were students of class X of SMK Muhammadiyah 1 Karangmojo TKR. Data was collected through observation, interviews, field notes, and nontes testing, documentation, and analysis of documents. This study consisted of three cycles. Each cycle consists of four stages, namely (1) the action plan; (2) the implementation of the action; (3) observation; and (4) reflection and revision. Data analysis was performed by descriptive qualitative and quantitative skills is to describe the hydraulic system before and after the implementation of the action. The validity of the data obtained through validity (the validity of the results, the validity of the process, the validity of the dialogic, democratic validity) and reliability.The results showed that there is an increase in the hydraulic system of learning activities in class class X TKR SMK Muhammadiyah 1 Karangmojo through Learning through Jigsaw method. This increase is reflected by an increase in the quality of the process and outcomes of learning activities hydraulic system. The increase reflected the quality of the increasing activity of students during the lesson. Improved quality of results reflected increased average value of the hydraulic system of students' learning activities before and after the action. Average ability of students before and after the action was 63.33 subject to measures for cycle three times the average value of students rose to 78.93. This shows that there has been growing positive attitude in students' learning activities so that the ability of the hydraulic system began to increase. Hydraulic system enhancements increase of 15.6 or 24.63%.

A play-based programme (Pillars of Society) to foster social skills of high-ability and average ability Primary-one students in Hong Kong

This paper describes a social skills programme implemented to enhance the social competence of Primary-one students in order to ensure a smooth adjustment after transition from kindergarten to a formal school learning environment. The participants were 122 students (64 boys and 58 girls; mean age 6.17 years, SD = 0.29 years) newly enrolled in a Hong Kong primary school. The intervention involved 60 minutes of contact per week for 8 weeks, and focused on playing interactive group games led by trained parent volunteers. Raven’s (1980) Standard Progressive Matrices were used to identify high-ability and average-ability students. In order to assess the programme’s impact on social competence, parents and teachers completed the Early School Behavior Rating Scale. Results indicated that students in the programme made significantly greater progress than a comparison group of Primary-one students who did not go through the intervention. High-ability students showed significant improvements in social competence, sustained over time in both home and school settings. Students of average ability exhibited positive improvements in social competence in school, but this did not always transfer to home. Boys improved their social competence and narrowed the gender difference with girls. Implications for school intervention are discussed.

Bridging the Discontinuity in Adolescent Literacy? Mixed Evidence from a Middle Grades Intervention

Strong literacy skills are crucial to ensuring an individual's future educational and economic success. Existing evidence suggests the transition from elementary to middle school is a decisive period for literacy development. In this paper I investigate the impact of extended learning time in literacy instruction on subsequent cognitive outcomes. I capitalize on the existence of a natural experiment born out of a district's use of an exogenously- determined cutoff in Iowa Test scores in fifth grade to assign students to an additional literacy course in middle school. My findings suggest that exposure to this intervention generates strong negative impacts for black students, and noisy positive impacts for white, Latino, and Asian students. My findings suggest that additional literacy instruction in middle school can have markedly different effects on students, and program differentiation or augmentation may be necessary to prevent harm for students of average literacy ability in fifth grade.

Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions

In primary school, learning fractions is a central mathematical objective. However, the mastery of basic procedures involving fractions presents a difficulty for many students. The aim of the current intervention is to introduce structured cooperative learning as means to improve students' learning, particularly for average achievers. Previous research has underscored that heterogeneous groups might be deleterious for average achievers because they are excluded by the teacher learner relationships that is likely to take place between low and high achievers students. This intervention proposes structuring interactions in order to boost the learning of average achievers in heterogeneous groups. We hypothesize that highly structured cooperative learning should improve average achievers' understanding of the content-targeted in group work as well as progress in terms of fractions learning, when compared to low-structured cooperative learning. In this intervention, 108 fifth graders worked cooperatively in heterogeneous triads (a low, average, and high achiever). The triads had to express the length of one segment using three rulers with different sub-units and respecting three mathematical skills regarding fractions. Triads were randomly assigned to a low-structured or high-structured cooperative learning condition. In the low-structured condition, no specific structure was provided. (i.e., they organized their cooperative work as they wished). In the high-structured condition, each student became an expert for one part before working in the triad and endorsed different responsibilities. The results indicated that highly structured cooperative learning favors the understanding of the targeted task, especially for average-ability students. Moreover, students at all levels progressed from the baseline test to the post-test. Indeed, low and high achievers had the same progression in both conditions, whereas average achievers progressed more in the highly structured condition. Results are discussed in terms of new teaching methods that could efficiently increase average achievers' performances.

UPAYA PENINGKATAN AKTIVITAS BELAJAR SISTEM HIDROLIK MELALUI METODE JIGSAW LEARNING PADA SISWA KELAS X TKR 1 SMK MUHAMMADIYAH KARANGMOJO KABUPATEN GUNUNGKIDUL

This study aims to improve the learning activity through the hydraulic system of Jigsaw Learning method in class X TKR SMK Muhammadiyah 1 Karangmojo This study is an action research (PTK). The subjects were students of class X of SMK Muhammadiyah 1 Karangmojo TKR. Data was collected through observation, interviews, field notes, and nontes testing, documentation, and analysis of documents. This study consisted of three cycles. Each cycle consists of four stages, namely (1) the action plan; (2) the implementation of the action; (3) observation; and (4) reflection and revision. Data analysis was performed by descriptive qualitative and quantitative skills is to describe the hydraulic system before and after the implementation of the action. The validity of the data obtained through validity (the validity of the results, the validity of the process, the validity of the dialogic, democratic validity) and reliability. The results showed that there is an increase in the hydraulic system of learning activities in class class X TKR SMK Muhammadiyah 1 Karangmojo through Learning through Jigsaw method. This increase is reflected by an increase in the quality of the process and outcomes of learning activities hydraulic system. The increase reflected the quality of the increasing activity of students during the lesson. Improved quality of results reflected increased average value of the hydraulic system of students' learning activities before and after the action. Average ability of students before and after the action was 63.33 subject to measures for cycle three times the average value of students rose to 78.93. This shows that there has been growing positive attitude in students' learning activities so that the ability of the hydraulic system began to increase. Hydraulic system enhancements increase of 15.6 or 24.63%.

UPAYA PENINGKATAN AKTIVITAS BELAJAR SISTEM HIDROLIK MELALUI METODE JIGSAW LEARNING PADA SISWA KELAS X TKR 1 SMK MUHAMMADIYAH KARANGMOJO KABUPATEN GUNUNGKIDUL

This study aims to improve the learning activity through the hydraulic system of Jigsaw Learning method in class X TKR SMK Muhammadiyah 1 KarangmojoThis study is an action research (PTK). The subjects were students of class X of SMK Muhammadiyah 1 Karangmojo TKR. Data was collected through observation, interviews, field notes, and nontes testing, documentation, and analysis of documents. This study consisted of three cycles. Each cycle consists of four stages, namely (1) the action plan; (2) the implementation of the action; (3) observation; and (4) reflection and revision. Data analysis was performed by descriptive qualitative and quantitative skills is to describe the hydraulic system before and after the implementation of the action. The validity of the data obtained through validity (the validity of the results, the validity of the process, the validity of the dialogic, democratic validity) and reliability.The results showed that there is an increase in the hydraulic system of learning activities in class class X TKR SMK Muhammadiyah 1 Karangmojo through Learning through Jigsaw method. This increase is reflected by an increase in the quality of the process and outcomes of learning activities hydraulic system. The increase reflected the quality of the increasing activity of students during the lesson. Improved quality of results reflected increased average value of the hydraulic system of students' learning activities before and after the action. Average ability of students before and after the action was 63.33 subject to measures for cycle three times the average value of students rose to 78.93. This shows that there has been growing positive attitude in students' learning activities so that the ability of the hydraulic system began to increase. Hydraulic system enhancements increase of 15.6 or 24.63%.

Borrowing Constraints, College Enrollment, and Delayed Entry

In this article, I propose and estimate a dynamic model of education, borrowing, and work decisions of high school graduates. I examine the effect of relaxing borrowing constraints on educational attainment by simulating increases in the amount students are permitted to borrow from government-sponsored loan programs. My results indicate that borrowing constraints have a small impact on attainment: the removal of education-related borrowing constraints raises bachelor’s degree completion by 2.4 percentage points. Tuition subsidies are necessary to obtain larger increases: I find that higher subsidies for average-ability students are the most cost effective targeted tuition subsidies.

SISTEM PAKAR PENILAIAN PENGUASAAN MATERI PELAJARAN BERBASIS WEBSITE DENGAN METODE BAYESIAN NETWORK (Studi Kasus di SMA Angkasa Yogyakarta)

School is a place to study to implement the learning process. However, along with the development of teaching and learning technologies now can be done outside of school one of them with online media. Students at the school will usually feel a saturation point with the delivery of material in class with the different character of the teacher. For it is made a program that could provide a new learning method. Bayesian Network Methods is a Directed Acyclic Graph (DAG) and comes with a Conditional Probability Distribution Table (CPT) for each node. Bayesian Network Methods is running on the calculations to find the value of the results of the examination of the student. From the research that has been conducted on the " Expert System Assessment Mastery Of Subject Matter Of Website Based With Bayesian Network Method” o f the obtained results for the average student's ability to answer every question with 5 topics there is 28.66% from 50%.

Admissions Policy and the Male-Female Gap in Post-Baccalaureate School Quality

There is a large and persistent gap at the post-baccalaureate level in the quality of programs from which men and women earn their degrees. I describe the relationship and tradeoff between gender and ability among applicants across quality. There are substantial gender differences in the test scores and ability of male and female applicants, particularly in the natural sciences. Guided by a simple model of admissions, I estimate an educational production function that recovers the value of a student body’s gender mix in terms of average student ability and program quality. Programs in the natural and social sciences face a substantial tradeoff between the student body gender mix and output quality. Programs in professional degree fields experience no significant loss in educational quality when they adjust the gender composition of their student body. JEL classifications: I21, I23, J16 keywords: graduate school, post-baccalaureate, gender, ability, program quality, admissions policy ∗Department of Economics, University of Michigan †Portions of this research were written while I was supported by a grant from the American Educational Research Association which receives funds for its “AERA Grants Program” from the National Science Foundation and the National Center for Education Statistics of the Institute of Education Sciences (U.S. Department of Education) under NSF Grant #DRL-0634035. Opinions reflect those of the author and do not necessarily reflect those of granting agencies.

Penerapan Pembelajaran Tutor Sebaya Dengan Strategi Everyone is a Teacher ( ETH ) Pada Praktek Pembelajaran Tematik SD Di Program Studi PGSD IKIP PGRI Semarang

AbstrakThematic learning is learning that is designed based on certain themes. In his discussion themes were reviewed from a variety of subjects. Thematic learning provides the breadth and depth of curriculum implementation, offering vast opportunities for students to bring up the dynamics in education. In cycle I obtained an average yield of 81.5% active students, the average ability of students 57.7%, an average of 7.4 and active learning in peer tutoring and learning activities to teach the average value of 7, 56. In cycle II, obtained an average yield of 83.4% active students, the average ability of students 73.4%, the average learning outcomes 8.8 and the average value of active peer tutors in the teaching-learning 7.75.Keywords: ETH, Peer Tutor

PENGGUNAAN METODE ROLE PLAYING PADA MATA KULIAH MANAJEMEN SUMBER DAYA MANUSIA I (MSDM I) UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA JURUSAN MANAJEMEN

Success in a learning process can not be separated from the role of teacher during the process. In the learning process, lecturer can choose and use several methods of teaching that aims to make learning more interesting. This study aims to determine the effectiveness of role playing for Human Resources Management I subject in improving learning outcomes, level of creativity and liveliness of the third semester students of Management Department Faculty of Economic of Unimed. The technique of collecting data from this study is the result from pre test before action class research and the data from each cycle divided into first and second cycle. The sample used in this study were two classes A and B, total 75 students. The results showed that there was increasing in activity and learning outcomes of the students. The average score of pre test was 58, and from the first cycle increased to be 67 then the average of second cycle increased to be 81. Student activity in the affective aspect increased from cycle I to cycle II. In the first cycle, got percentage of average ability students were 35% (less successful), and on the second cycle increased to 84% (successful). Thus, it can be concluded that the role playing is effective for learning model to improve learning outcomes of the students from the first cycle to the second cycle.

An investigation of cognitive skills and behavior in high ability students

The purpose of this study was to investigate the cognitive and behavioral profiles of high ability students. Performance on measures of verbal and visuo-spatial working memory and general ability (vocabulary and block design) was compared across the following groups: high, average, and low ability students. The behavioral profile of high ability students was also compared with those with a clinical diagnosis of ADHD. The working memory performance was superior in the high ability students compared to the low and average ability groups, though the relationship between working memory and IQ weakens as a function of increasing ability. The findings are discussed in light of Spearman's law of diminishing returns. The behavioral profile of this group indicates similar features in some respects to those with a clinical diagnosis of ADHD, however, underlying explanations may differ and should be taken into consideration in future research on dual needs in high ability students.

Motivation and Emotions of Gifted and Regular Students Performing a Creative Task

The study deals with the question whether gifted students differ from regular students when performing a creative task. A total of 140 students from a rural and an urban secondary school for gifted students in Germany took part in the investigation. The 58 students from gifted classes were similar with respect to age and gender distribution to the 82 students from regular classes. Students were tested on their motivation and emotions before they started to work on the creative task of either writing a poem or painting a picture. Most of the students, 129 out of 140, decided for picture painting. The gifted sixth and seventh graders showed a clearly higher creative achievement than regular sixth and seventh grade students. Gifted students were found to experience higher motivation for the creative task and had higher self- efficacy for creative achievements than average-ability students. No significant differences could be detected with respect to positive and negative affect. The study findings substantiate the main proposition of Renzulli's three-ring conception of giftedness that above-average abilities, creativity and task motivation are the defining factors of extraordinary talent.

Students' Gender and Ability Levels Impact on the Acquisition of Two French Verb Tenses

The usage of passé composé and imparfait is one of the most challenging topics in French grammar for anglophone learners. Based on the aspect hypothesis formulated by Andersen and Shirai (1994), this study explored the patterns of errors made by higher-ability as opposed to average-ability students and male vs. female students with different abilities in the acquisition of the two French tenses. A model for predicting the difficulty of test items related to passé composé and imparfait was previously devised by Nikolova (2009). The current article further develops the ideas in the above-mentioned study and examines similar data from a more pedagogical point of view. It brings forth evidence that female students scored better than males on prototypical usage of the tenses and females of high ability outperformed all other groups on instances of their nonprototypical usage. The study discusses these results in light of findings on giftedness, gender, and second-language acquisition. It suggests ideas for differentiating instruction for various groups of students attempting to master this grammatical topic.

Combining Excellence and Ethics: Implications for Moral Education for the Gifted

In this article the current empirical research on morality and giftedness is reviewed with an emphasis on moral sensitivity. The component of moral judgment has been the most studied aspect in morality. Although high-ability students have been shown to be superior in moral judgment when compared to average-ability students, morality includes other components as well, such as sensitivity, motivation, and character. Furthermore, the critics of Kohlbergian research argue that moral reasoning does not necessarily lead to moral behavior. The gifted students might be able to give “correct” responses in the Defining Issues Test (DIT) test but their actual moral behavior cannot be predicted based on these test results. Hence, the limits of interpretation of these findings need to be acknowledged. The component of moral sensitivity is introduced with case studies regarding Finnish gifted students and Finnish Academic Olympians. The beliefs and values in academic work ethics of the Finnish Academic Olympians are discussed to give examples of how ethics can be combined with excellence in science. Some implications for the moral education of gifted students are suggested based on the research findings.

Four decades of research on the effects of detracking reform: Where do we stand?—A systematic review of the evidence

To review and synthesize evidence about academic and non-academic effects of detracking reform. Fifteen studies conducted from 1972 to 2006 were located and reviewed, including 4 experimental studies, 2 quasi-experimental studies, 7 observational studies, and 2 qualitative studies. Meta-analyses using fixed effects and random effects models were conducted for all and subsets of selected studies (by the academic ability of students and research design), followed by extensive discussion of individual studies. Generally speaking, students in detracked groups performed slightly better academically than their equivalent-ability peers in tracked groups (d = 0.087, k = 22, N = 15,577, p < 0.0001), using a fixed effects model. A random effects model also indicated the overall positive effects of detracking (d = 0.202, k = 22, N = 15,577, p < 0.01). However, the effect sizes of individual studies are generally heterogeneous with I(2)(21) = 94.033. Using a random effects model, the study shows that average or high ability students in detracked groups performed no differently than their equivalent-ability peers in tracked groups with a 95% confidence interval of (-0.047, 0.388). For low-achieving students, both the fixed effects model [d = 0.113, k = 8, p < 0.0001, 95% CI (0.056, 0.169)] and random effects model [d = 0.283, k = 8, p < 0.005, 95% CI (0.087, 0.479)] revealed positive effects of detracking on student achievement for the 8 low-ability subgroups in 6 studies. The evidence with respect to the non-academic impact of detracking is mixed. The findings suggest that the detracking reform had appreciable effects on low-ability student achievement and no effects on average and high-ability student achievement. Therefore, detracking should be encouraged, especially in schools where the lower-track classes have been traditionally assigned fewer resources.