Communication Skills In Schools Research Articles

Efforts to Improve Mathematical Communication Skills in Mathematics Learning in Indonesia

This research aims to identify various models/methods/strategies and media that are effective in improving mathematical communication. This study uses the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method with four stages, namely identification, scanning, eligibility, and inclusion. Harzing's Publish or Perish (PoP) is used to search for required research references. The research results found 30 publications regarding efforts to improve mathematical communication skills in schools and universities. Realistic Mathematic Education (RME), cooperative learning models, and the use of media are the methods most widely used in efforts to improve mathematical communication skills. Quantum learning models/methods, PBL, generative learning models, CBL, BBL, discovery, inquiry, and SSCS can also be chosen as alternatives in efforts to improve mathematical communication skills. Middle school level and geometry materials are most often used by researchers in efforts to improve mathematical communication. The results of this research can be a reference for teachers to choose the right model/method/strategy and media to improve mathematical communication skills in pupils and students.

Effects of a Nonviolent Communication Program on Nursing Students

Communication skills are important in life, especially in a clinical setting. The NVC (non-violent communication) model facilitates communication skills in schools, hospitals, and other environments. The objective of this study was to investigate the effect of NVC in fostering the communication skills of nursing students. The study included a total of 117 participants, including a test group of 62 nursing students and a control group of 55 students. Eight sessions of data collection and program adaptation were conducted between September and December 2016. The data were analyzed using t-tests, Chi-squared tests, and analysis of covariance (ANCOVA) using SPSS version 24.0. Following the intervention, the primary and secondary levels of anger were lower, whereas empathy and the communication efficacy were higher in the test group than the control group. This study demonstrated that an NVC program can improve the affective aspects of communication skills of nursing students.

Enhancing Students’ Science Communication Skill: Validation of Learning Tools Based MORE Learning Model

This research aims to produce and determine the validity of learning tools with the MORE (Model – Observe – Reflect – Explain) learning model developed on Work and Energy concept. The learning tools produce to practice students’ science communication skills because because previously there was no learning tools that specifically trained science communication skills in schools Senior High School 1 of Bangilan. The type of research is Research and Development (R&D) refers to 4D model which consists of four stages namely: define, design, develop and disseminate. The learning tools developed consist of a syllabus, lesson plans (RPP), students worksheet (LKPD), handouts, cognitive assessment instruments in the Work and Energy concepts and science communication skills by three experts validation. The validity results obtained an average mode average value of four with very valid category. The results of study showed that the learning tools with the MORE learning model to practice students’ science communication skills is feasible based on the validity aspect. In conclusion, the learning tools developed can be used to train science communication skills in schools, especially in physics lessons on Work and Energy concept.

THE RELATIONSHIPS BETWEEN THE INFORMAL COMMUNICATION LEVELS IN SCHOOLS AND THE PSYCHOLOGICAL CAPITAL OF THE TEACHERS / OKULLARDAKİ İNFORMAL İLETİŞİM DÜZEYLERİ İLE ÖĞRETMENLERİN PSİKOLOJİK SERMAYELERİ ARASINDAKİ İLİŞKİ

Aim of this study is to investigate the relationship between the informal communication skills in schools and the psychological capital of the teachers. This study employs correlation survey model. The research population is comprised of 1871 teachers assigned to all schools within the Torbali district of Izmir province, Turkey, in the 2020-2021 academic year. The research sample is comprised of 396 teachers selected through convenience sampling. In this study, “Informal Communication Scale” is used to identify the perceptions of teachers regarding the informal communication levels in their schools, and “Psychological Capital Scale” is used to identify their psychological capital levels. Since we observed that the distribution of the data in the research was normal, we employed multiple regression data analysis techniques of one-way analysis of variance (ANOVA) and Pearson Product-Moment Correlation Coefficient. As per the findings of the analysis, the perception of the teachers regarding the informal communication in schools is at a high level. We observe a significant difference between the perception of the teachers regarding the informal communication with regard to the variant of the school level that they are assigned. When compared with the primary school teachers, secondary school teachers think that the informal communication in their schools is realized at a higher level. According to the findings of the other demographical data employed in the study, while the perception of the teachers regarding the informal communication varies according to their seniority, it does not vary according to the variables of gender, the number of teachers in the assigned school and the approximate term of tenure at the same school. Our findings suggest that the other variable in the study, the psychological capital of the teachers is at a very high level. The psychological levels of the teachers do not reflect a significant difference when compared with the variables of the assigned school’s level and gender. However, according to the findings based on the other demographical variables, the psychological capital levels of the teachers vary. According to this study, there is a positively medium correlation between the perceptions of the teachers regarding the informal communication in schools and their psychological capital levels. Based on these findings, we deduce that the if the informal communication in schools’ increases, the psychological capital levels of the teachers’ increase. According to another finding of this study, the recreational levels of the informal communication significantly predict the psychological capitals of the teachers. Nevertheless, we observe that the friendship, influence and information dimensions regarding the informal communication in schools do not predict the psychological capitals of the teachers. Article visualizations:

Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

Students' Communication Skills in Junior High School

This study aims to obtain an objective picture and information about students' communication skills in school. The research method uses quantitative descriptive methods with library studies' support, strengthening researchers' analysis in making conclusions following the subject matter—the data collection techniques using the Likert scale model. The communication skills questionnaire consisted of 4 indicators and 36 statement items. The Cronbach alpha coefficient of the entire scale calculated was 0.788. Because the scale factor and the reliability coefficient are high, the scale can be considered reliable, and the scale items are homogeneous. Communication skills scale distributed using Google forms. The research sample was 134 grade VII students of Al Azhar 26 Yogyakarta Islamic Middle School in 2019/2010. It consisted of seven classes, namely VII A, VII B, VII C, VII D, VII E, VII F, and VII G. The result showed that students' communication competency of indicators were in the medium category (71%). Communication barriers indicators were in a low category (67%). Meanwhile, body language communication got a low score (65%), and 77% of students have a low emotional maturity score in communication indicators. Overall, students' communication skills of class VII were classified as moderate (62%). The result show there was no significant difference in communication significance between male or female. Both male and female students have communication skills that are not good enough. Students' communication skills need to be improved by the teacher's guidance and counseling or counselor using guidance and counseling methods, such as discussion and other related methods.

PROJEKTS ERASMUS + KA2 NR.2017-1LT01-KA201-035234 "MEDIĀCIJAS SISTĒMAS ATTĪSTĪBA IZGLĪTĪBAS SEKTORĀ"

Mediation is one of the important topics in today's pedagogical science. The topicality of the project is based on educational development requirements. The main aim of the project is development of nonviolent communication skills in schools by implementing mediation system. The objectives of the project are the following: enhancing school educators' professional development through development of mediation training programme and organization of trainings; fostering pupils' conflict resolution skills through development of training programme and organization of training activities; raising awareness of mediation as effective method for nonviolent communication within school communities. Results of the project - teacher mediator preparation program; teaching material for the preparation of teacher mediators; pupil mediator preparation program; recommendations for introducing mediation in school.