Differences In Posttest Results Research Articles

PENGARUH PENERAPAN MODEL CONCEPT SENTENCE TERHADAP KETERAMPILAN MENULIS KARANGAN DESKRIPSI SISWA KELAS IV SD

This research was conducted based on the problem of the low skills writing descriptive essays for students. The data in the study were collected using documentation, observation sheets and objective tests given before and after the implementation of learning. Inferential the results of the descriptive analysis showed that the aplication of the concept sentence model was very effective. The results of the inferential analysis using the independent sample t-test showed that there were differences in posttest results between the experimental and control classes, which means an increase in students’ descriptive essay writing skills in the experimental group is better than the control group. Control supported by N-gain the experimental group is higher than the control group which get the medium category. So it can be concluded that (1) the learning process by applying the concept sentence model takes place very effectively. (2) student test results showed an increase in students’ descriptive essay writing skills in learning. (3) there is an effect of application of the concept sentence model on the skills of writing descriptive essays for fourth grade students of SD Inpres 12/79 Bana Kabupaten Bone.

PENERAPAN MODEL PEMBELAJARAN PICTURE AND PICTURE TERHADAP HASIL BELAJAR FISIKA SISWA

Physics subjects are not liked by student because it have a high level ofdifficulty. The impact is that student learning outcomes in physics subjects aregenerally low. The solution is an application of a learning model with picture mediaor picture and picture. This study aims to improve a student learning outcomes, aswell as analyze student respons to the picture and picture learning model applied. Thisresearch is an experimental research with a posttest-only control design. The dataanalysis technique of this study is to use the normality test and T-Test. The resultsthrough the Mann Whitney U-Test is 0.000<0.05 which indicated that there was asignificant difference in post-test results. While the student response obtained a 85%and get a “very positif” category.Key words : Learning model, Learning Outcomes, Picture and Picture

The Effect Of Think Talk Write (TTW) Towards On Ability To Solve Math Story Questions In SD Negeri Tidung Rappocini District Makassar City

This research aim to find out the effect of Think,Talk,Write (TTW) Learning Model Toward On Ability to Solve Math Story Questions in IV grade at SD Negeri Tidung Kecamatan Rappocini Kota Makassar. The Problem of this research were (1) How was the description of implementation Think,Talk,Write (TTW) Learning Model ? (2) What was the extend of the effect of Think,Talk,Write (TTW) Learning Model Toward On Ability to Solve Math Story Questions?. The purpose of this research were (1) to know the description of implementation Think,Talk,Write (TTW) Learning Model (2) to know the extend of the effect of Think,Talk,Write (TTW) Learning Model Toward On Ability to Solve Math Story Questions. The approach used in this research was quantitative with the type of experimental research. The research design used quasi experiment. The research variables consist of independent variables were Think, Talk, Write (TTW) learning models and the dependent variable was the ability to solve Math Story Questions. Data collection techniques using tests, observations and documentation. Data analysis techniques used descriptive statistical analysis and inferential statistical analysis. The results showed that: (1) The implementation of Think, Talk, Write (TTW) models on teacher observation activities took place very effectively and observations of student activities took place effectively. (2) Think, Talk, Write (TTW) learning model significantly influences the ability to solve Math Story Questions for IV grade students of SD Negeri Tidung Rappocini District, Makassar City. The effect can be seen from the differences in posttest results between the control group and the experimental group. The conclusion in this research was the use of Think, Talk, Write (TTW) learning model there is significant influence Toward On Ability to Solve Math Story Questions in Fourth Grade in SD Negeri Tidung Rappocini District, Makassar City

The different google classroom and edulogy platform e-learning on HOTS problem for elementary students in the corona pandemic period

This research was motivated by the variation of e-learning in 21st-century education used in elementary schools during the corona pandemic. The study aimed to determine the differences in the effectiveness of e-learning variations based on Google Classroom and Edulogy in elementary school students about Higher Order Thinking Skills (HOTS) in the corona pandemic. This type of research was quantitative, with quasi-experiment the Posttest-Only Control-Group design. The subjects in this study were 38 students of grade V elementary school in the even semester of the academic year 2019/2020. Data was collected using interviews and test instruments in the form of problem descriptions to test the ability to do HOTS questions. The results showed that the value of Sig. (2-tailed) = 0.011 was smaller than α = 0.05 which indicates that H0 is rejected and Ha is accepted. It was implied that there were differences in posttest results between e-learning based on Google Classroom and e-learning based on Edulogy that affect the effectiveness of e variations-learning. The features of Google Classroom such as assignment, grading, communication, time-cost, archive course, privacy, and mobile application facilitate the learning process of blended learning methods.

The effect of willpower workshop on anxiety, depression, and the excitement components in the students of Shiraz university of medical sciences.

Introduction and Aim:The current study aimed at evaluating the effect of willpower workshop on anxiety, depression, and the Granovsky excitement components among the students of Shiraz University of Medical Sciences in the academic year 2016--2017.Materials and Methods:Students (140) were selected by the simple random sampling method and allocated into two equal groups of intervention (willing) and control, each of 52 individuals. Data collection instruments were the Garnefski cognitive emotion regulation scale and the Beck depression and anxiety inventories. The data were collected twice, before intervention and after the intervention (9 months after the study completion and holding the workshops). The control subjects received no intervention but were interviewed every 3 months.Results:The results of the current study indicated no significant differences in demographic variables and pretest scores between the groups, which indicate the homogeneity of the groups. In other words, there were no significant differences between the groups regarding demographic characteristics before the intervention (P > 0.05). In addition, to compare the intervention and control groups, the Mann--Whitney U test was used and the results showed a significant difference in posttest results between the study groups (P < 0.05). Also, there was a significant difference between the pretest and posttest results of each group (P < 0.05).Conclusion:Results of the current study indicated that training the stress, coping and willpower strengthening skills, based on the Granovsky excitement components, could promote psychophysical health and reduce anxiety and stress among the studied students.

Benefits of expressive writing in reducing test anxiety: A randomized controlled trial in Chinese samples.

PurposeTo explore the effect of expressive writing of positive emotions on test anxiety among senior-high-school students.MethodsThe Test Anxiety Scale (TAS) was used to assess the anxiety level of 200 senior-high-school students. Seventy-five students with high anxiety were recruited and divided randomly into experimental and control groups. Each day for 30 days, the experimental group engaged in 20 minutes of expressive writing of positive emotions, while the control group was asked to merely write down their daily events. A second test was given after the month-long experiment to analyze whether there had been a reduction in anxiety among the sample. Quantitative data was obtained from TAS scores. The NVivo10.0 software program was used to examine the frequency of particular word categories used in participants’ writing manuscripts.ResultsSenior-high-school students indicated moderate to high test anxiety. There was a significant difference in post-test results (P < 0.001), with the experimental group scoring obviously lower than the control group. The interaction effect of group and gender in the post-test results was non-significant (P > 0.05). Students’ writing manuscripts were mainly encoded on five code categories: cause, anxiety manifestation, positive emotion, insight and evaluation. There was a negative relation between positive emotion, insight codes and test anxiety. There were significant differences in the positive emotion, anxiety manifestation, and insight code categories between the first 10 days’ manuscripts and the last 10 days’ ones.ConclusionsLong-term expressive writing of positive emotions appears to help reduce test anxiety by using insight and positive emotion words for Chinese students. Efficient and effective intervention programs to ease test anxiety can be designed based on this study.

Design and Evaluation of an Educational Course in Cultural Competence for Nursing

The Escola Superior d’Infermeria del Mar proposed to incorporate the skills acquisition of cultural competence in the curricula design of the new Nursing Degree; to get it, an optional course was created (Cultural Competence) within the 3rd quarter of 3rd year. The aim of this study is to evaluate the effectiveness of training for the acquisition of Cultural Competence in nursing students. Is a quasi-experimental pretest-postest design with a single group in two consecutive courses (2011-12/2012-13). Data were collected through an ad-hoc 16 items Likert questionnaire at the beginning (pre-test) and the end of the course (post-test). A total of 43 students participated in the study. Statistically significant differences were observed in two items of the pretest results and no difference in post-test results. To confirm pretest and posttest hypothesis, results were compared after the educational intervention, finding significant differences in all survey items. The design of the course, in which knowledge and skills were worked, appears to be effective in acquiring cultural competence.

Impact of Use of Technology in Mathematics Lessons on Student Achievement and Attitudes

Technology use in classrooms in today's world is believed to have a positive impact on students' success and their attitudes towards lessons. In this study we investigated students' attitudes towards technology use in class and whether the use of technology improved their academic achievement. A quasiexperimental research design was used and we assigned 3 groups as experimental groups (n = 41) and 2 as control groups (n = 41). Mathematics was selected as the subject to be studied. All groups completed a pretest and a posttest. For the experimental groups, lessons were designed using several technological tools, whereas lessons for control groups were taught using traditional teaching methods. At the end of the study, the experimental groups completed a scale to investigate the preferences and attitudes of the students in regard to technology-based instruction. One-way ANCOVA was used to evaluate the differences in posttest results, which revealed that the mathematics posttest results of the students who were instructed using technology were significantly higher than the posttest results of the groups who were instructed without technology. Results showed that students had a positive attitude towards technology use. The implications for curriculum designers and teachers are discussed.

Relationship between Student Self-monitoring, Type of Peer Feedback and EFL Writing Performance

The present study was conducted to investigate the effect of self-monitoring technique and also the effect of self-monitoring followed by pair and group peer feedback on Iranian EFL learners' writing improvement. It was hypothesized that self-monitoring training and also self-monitoring followed by pair and group peer feedback would not improve students' writing. Four intact classes consisting of 54 low proficient female learners studying English for four years in one language institute in Baneh, Iran, were assigned to three experimental and one control groups. All groups including control group were instructed process writing. After that experimental group 1 (EG1) received training on how to use self-monitoring in writing a composition. Two other experimental groups (EG2 & EG3), in addition to receiving this treatment, were taught to use pair and group peer feedback respectively following self-monitoring on their compositions. A posttest was administered to all groups at the end of the treatment period. They were required to write a composition about a pre-specified topic. Results of one way ANOVA and Paired Samples t-test analyses suggest that there were significant differences between the pretest and posttest scores of the participants in all groups. However, the difference in posttest results of the study groups was not statistically significant. Further findings and implications are discussed in the paper.