High School Economics Research Articles

Pemanfaatan Media Untuk Pembelajaran Ekonomi di Sekolah Menengah Atas

This paper examines the utilization of media in economic learning at<br />senior high school level in Lamongan Regency which is reviewed from three<br />indicators, namely a) diffusion of innovation, b) implementation and<br />institutionalization, and c) policies and regulations. This study was conducted<br />for three months from January to March 2018 using a qualitative descriptive<br />design using survey method. Technique of collecting data using google form<br />questionnaire, interview, and study documentation. The subjects of the study<br />were 22 upper secondary schools selected with purposive sampling method<br />from 218 high schools in Lamongan. The result of the research shows that there<br />is no diffusion of innovation by high school economics teacher significantly in<br />utilization of media for economic learning. The use of various learning media<br />utilizes more infrastructure that has been available in schools, eg LCD<br />projectors and props. Administratively the teacher writes the instructional<br />media used in the Lesson Plans which refer to the Curriculum format 2013, but<br />in practice media usage is adapted to the classroom situation and condition<br />when teaching. In addition, school policies do not provide written regulations<br />relating to media utilization standards used by teachers in the learning process.

PENGEMBANGAN SOAL HOTS BERBASIS PERMAINAN ULAR TANGGA PADA MATA KULIAH TELAAH EKONOMI SMA

The purpose of this study is to Develop the HOTS Problem Based Snake Stage Game which can be used as a fun evaluation tool and can improve students' high-level This research uses 4D development model (Define, Design, Develop and Dissemination). However, this research is only at the develop stage. In the Dissemination stage is not done due to time and cost constraints. The first stage of this research is to analyze the problems and needs of students. Next the second phase is designing the product. At this stage begin to compose the grid problem and the problem of HOTS and make the media snake ladder. The resulting product is then validated by a material expert and linguist. After repaired and declared valid, then tested into small groups of 10 students who were obtained at random. Tests conducted by spreading the questionnaire to find out how the response of students. Questionnaire is then analyzed to find out how the value of percentage obtained and the level of feasibility of products that have been developed. Based on the results of research that has been done obtained the data as follows: The validation results for material experts said that the matter of HOTS included in the category is very reasonable and the linguist also said the problem included in the category is very feasible. While in small group trial the value of presentase reached 84.6% included in the category is very feasible. Based on this it can be concluded that the medium of SOAL HOTS is very feasible to be used as an evaluation supplement for students of 4th semester of High School Economics Course.

PENGARUH PENGALAMAN EKONOMI, KONTROL DIRI SERTA PENDAPATAN SISWA TERHADAP PERILAKU EKONOMI SISWA SMA DI KECAMATAN PASIR BELENGKONG KABUPATEN PASER

This study aims to analyze the influence of economic experience, self-control and income of high school students on the behavior of high school economics in Pasir Belengkong District Paser district. The population of this study are students of class X and XI High School year 2016/2017. Data collection techniques using documentation and questionnaire, the method of proportional random sampling. The result of the analysis shows that partially the student's income does not have significant effect on the economic performance while the economic experience and self-control have a significant and positive influence on the students’ economic behavior. While simultaneous economic experience, self-control and student income have a significant effect on student economic behavior. Positive influence is indicated by the provision of continuous economic experience through habituation and strong self-control of each individual determines the rational economic behavior of each student. Daily habits related to economic experience need to be improved and in subsequent research the control of information needs to be added

Підручник економіки як основа компетентнісного навчанняв ліцеї

The article deals with the main principles of the methodological system of competenceoriented teaching of economics in high school and the ways of its effective implementation in the content of a textbook. The analysis of the educational process in high school made it possible to disclose various methodological methods that form the economic competence of students with the help of educational economic information, which is contained in the textbook. The author of the article describes the elements of the methodological system that will form the economic competence of high school students through the textual and illustrative content of the textbook on economics. The article also demonstrates the guidelines for conducting economic lessons in high school and highlights the educational, cognitive and educational potential of economics through the method of competence-oriented education. Economics as a subject of study examines a methodological problem that eliminates contradictions between students’ perceptions of economics as a science with its subject of research and information on the diversity of economic and social life, and a particular subject studying complex economic skills, such as how to manage an economy, how to build their own economic activity, how to establish economic relations, etc. Economic education in modern educational institutions requires a teacher to choose a methodological system for economics education. New concepts and standards are created, in which not only content but also requirements for learning outcomes are reflected. The methodology of economics education has accumulated enough problems that require special research. Among them is the problem of updating methods, means and forms of organization of educational process. The main objective of economic education is the formation of economic thinking in students, and its result — economically grounded practical activity, determined by the level of economic competence. Competence-oriented education is also promising because, with this approach, educational activities acquire research and practical-oriented character and become the subject of assimilation itself. Pedagogical experience convinces that the key competencies are formed only in the process of gaining experience in their own activities, therefore the educational environment must be structured in such a way that high school students find themselves in situations that contribute to its formation.

A Study on the Development of Subjects-integrated Career Education to Improve Career Development Competency in a Career Education Intensive Semester & Grade System: Focusing on 2015 Revised Technology & Home Economics Curriculum

본 연구는 진로교육 집중학년･학기제에서 진로개발역량 강화를 위한 가정교과통합 진로교육을 활성화하는 데 목적이 있다. 이를 위해 진로교육 집중학년･학기제에서 교과통합 진로교육의 동향, 고등학교 가정과 성취기준과 진로개발역량과의 관계 분석 및 가정교과통합 진로교육 방안을 탐색하고, 수업 사례를 개발하였다. 이 연구의 주요한 연구 결과는 다음과 같다. 첫째, 진로교육 집중학년･학기제에서 교과통합 진로교육의 중요성에도 불구하고 운영에 미흡한 점이 많다. 이에 2015 개정교육과정의 적용과 진로교육 집중학년･학기제의 확산을 앞두고 있는 시점에서 교과통합 진로교육을 위한 체계적인 준비가 요구된다. 둘째, 가정교과 3개 영역의 모든 성취기준은 진로개발역량과 관련성이 매우 높은 것으로 나타났다. 이를 통해 가정교과는 학교 진로교육의 목표를 달성하고, 미래 인재로서 갖추어야 할 진로개발역량을 길러주는 핵심적인 교과임을 확인할 수 있었다. 셋째, 진로개발역량 강화를 위해 교육과정-교수･학습-평가의 연계를 중심으로 가정교과통합 진로수업 사례를 제시하였다. 본 연구의 제한점은 개발된 수업 사례를 현장에 적용하지 못해 그 효과를 확인하지 못한 것이다. 하지만 본 연구는 가정교과와 진로교육의 통합을 위한 기초 자료로서, 진로교육 집중학년･학기제에서 가정교과의 진로교육 활성화에 기여할 것으로 기대된다.The purpose of this study is to activate Home Economics integrated career education for strengthening career development competency in a career education intensive semester & grade system. To do this, the trend of subjects-integrated career education, and the relationship between achievement standards of Home Economics in high school and career development competency were analyzed, methods for Home Economics subjects-integrated career education were investigated, then a case study was developed. The main research results of this study are as follows. First despite the importance of subjects-integrated career education, there are much rooms to improve in operation of the career education intensive semester & grade system. Therefore, the systematic preparation for subjects-integrated career education is required at the time of application of the 2015 revised curriculum and the expansion of the career education intensive semester & grade system. Second, all achievement criteria in three domains of Home Economics were shown to be highly related to career development competency. Eventually it could be confirmed that the Home Economics is a core subject that meets the goals of career education and hones career development competency to be prepared as future human resources. Finally, in order to strengthen the career development competency, a case study of Home Economics integrated career curriculum focusing on the association with curriculum-teaching & learning-evaluation was developed and proposed. Even though the developed case study of curriculum has not been proven yet in the class, this study is expected to contribute to the enlargement of career education of Home Economics in the career education intensive semester & grade system as fundamental data for integration of Home Economics and career education.

Relative Importance of Indicators of Teachers’ Professional Skills as Perceived by Senior High School Economics Teachers in Ghana

AbstractThe study examined differences in perception among Senior High School Economics teachers on the relative importance of indicators of teachers’ professional skills, based on teaching experience. The study employed the descriptive survey method and comprised a sample of 115 professional Economics teachers drawn from the Central Region of Ghana. A self-designed questionnaire was administered on the respondents. The data were analysed using the t-test. The findings of the study showed that highly experienced Economics teachers perceive indicators of teachers’ skills of instructional planning as more important, relative to the experienced Economics teachers. Again, the finding showed a significant difference in perception between the highly experienced and experienced Economics teachers about the relative importance of the skills of instructional assessment. The study recommends the organisation of in-service workshops for sensitisation as well as the creation of a community of learners among SHS Economics teachers for the sharing of knowledge and experiences.

PENGARUH LINGKUNGAN KELUARGA, KEDISIPLINAN SISWA, DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR EKONOMI SISWA DI SMA NEGERI 7 SURABAYA

This study aims to: analyze the influence of family environment on learning outcomes at economics lesson of students in high school economics Negeri 7 Surabaya, analyze the influence of students dicipline on learning outcomes in economics lesson of student at SMAN 7 Surabaya, analyze the influence of learning motivation on learning outcomes in economics lesson of student at SMAN 7 Surabaya, and also the impact of family environment, students dicipline and learning motivation at the same time on the learning outcomes on economics lesson of student at SMAN 7 Surabaya. This research is quantitative. The population in this research were students of class X and class XI IPS at SMA Negeri 7 Surabaya year 2014-2015 as many as 228 students, while the number of samples used as much as 145 students. The data collection techniques that used are questionnaires, interviews, and documentation. Methods of analysis using multiple linear regression techniques. The results showed that : there is a significant and positive effect between family environment on learning outcomes in economics lesson of student at SMAN 7 Surabaya, a significant and positive effect between students dicipline on learning outcomes in economics lesson of student at SMAN 7 Surabaya, a significant and positive effect between learning motivation on learning outcomes in economics lesson of student at SMAN 7 Surabaya, and a significant and positive relations between family environment, student discipline and learning motivation jointly toward learning outcomes on economics lesson of students at SMAN 7 Surabaya

TANTANGAN PROFESIONALISME DAN KESIAPAN GURU MENGIMPLEMENTASIKAN KURIKULUM 2013

The purpose of this study was to obtain an overview of the level of competence, level of commitment and the level of creativity of high school Economics teachers in the context of the implementation of Curriculum 2013. The method used was a survey method. The study population was a teacher of economic subjects high school in Bandung, Bandung Regency, West Bandung and Cimahi with a total sample of 78 teachers. Data analysis was conducted by using a percentage (%), to describe the data and information to be achieved. The results showed that the level of competence of teachers Economics High School in Bandung Raya is still below the ideal score and only a small proportion are in the category of a high level of competence. The level of commitment from high school economics teacher in Bandung Raya is still below the ideal score and only a small percentage in the high category. Creativity level high school economics teacher in Bandung Raya is still below the ideal score and only a small proportion are in the category of highlevel creativity

PERFORMANCE OF HIGH SCHOOL ECONOMICS LEARNERS’ IN SOUTH AFRICAN CAMPS: AN ANALYSIS OF TEACHER QUALITY AND LEARNER ACHIEVEMENT

Ponte Academic JournalOct 2017, Volume 73, Issue 10 PERFORMANCE OF HIGH SCHOOL ECONOMICS LEARNERS’ IN SOUTH AFRICAN CAMPS: AN ANALYSIS OF TEACHER QUALITY AND LEARNER ACHIEVEMENTAuthor(s): Mubanga Mpundu ,Nolutho DikoJ. Ponte - Oct 2017 - Volume 73 - Issue 10 doi: 10.21506/j.ponte.2017.10.16 Abstract:This article explored the fundamentals of learner performance with regard to teacher quality in South African high school camps. The main objective was to establish the impact of good teaching strategies on learner achievement for grade 12 learners. This is mainly due to the fact that poor learners from under performing schools are encouraged to attend such camps with the aim of getting exposed to the best teachers in specific subjects including Economics. These teachers are selected by the Department of Basic Education according to their current learners pass rate which usually range from 90% � 100%. The article focused on economics subject learners and the data was collected using questionnaires and interview schedules from 65 randomly selected learners and 8 teachers and analysed through a mixed method approach using Atlas.ti and Statistical Package for Social Sciences software. Results showed that high qualifications together with numerous years of experience for teachers including good practices and teaching strategies possessed have very huge impact on learners� performance. More than 60% of the learners agreed that good practices, availability of resources and good teaching strategies where key factors available in camps which in turn improved their performance and achievement in the subject as a whole. Download full text:Check if you have access through your login credentials or your institution Username Password

Teachers’ efficacy beliefs in the implementation of senior high school economics curriculum

The purpose of this study was to assess the level of economics teachers’ efficacy beliefs in the implementation of Senior High School Economics curriculum. This study did not only assess the level of Economics teachers’ efficacy, beliefs, but also examined the differences in teacher efficacy beliefs across gender and professional qualifications. The study focused on Senior High School Economics teachers in the Western Region of Ghana. Descriptive survey design was used to determine the level of Economics teachers’ efficacy beliefs and the differences in teacher efficacy beliefs across gender and professional qualification. Simple random sampling was used to select 123 Economics teachers. The long form of Teacher Sense of Efficacy Scale (TSES) was used to collect the data and the data collected were analyzed using mean and standard deviation and T-test. The results showed that teachers have high efficacy beliefs in the implementation of Senior High School Economics curriculum. Again, there were no statistically significant differences in teacher efficacy level across gender and professional qualification. It was recommended that teachereducators, Ghana Education Service and school authorities should organize selfefficacy enhancement programmes for teachers so as to sustain or improve their efficacy beliefs.

Does AP Economics Improve Student Achievement?

We employ an empirical approach designed to control for selection issues to estimate the effect of taking Advanced Placement (AP) Economics in high school on student performance on a high-stakes, s...

Electoral Systems and Their Influence on Economic Growth

Politicians, philosophers and economists have been arguing about the role of the government in a country’s economy for centuries. The government is an important economic agent, and it is the only agent whose actions can be controlled to some extent; it would be impossible to ‘control’ all consumers or firms in an economy. The government spending is decided upon by a relatively small group of people, but the economic impact of that spending is quite large (Gali et al., 2007; Cogan et al., 2010). Therefore, the way the government should spend money is a widely researched topic. Most high school economics students know Keynes’ antifcyclical budget policy (Keynes, 1933), and the field of policy economics has established itself as an important field within the economic science. This is understandable; if there is a governmental policy that can achieve a certain goal that we have in mind for our economy, then it might be a good idea to implement that policy. But what if we would take one step back? What if we could change the way an economy works, simply by changing the way we elect our politicians?

中学校家庭科における「楽しく学習する」ことを重視した食育プログラムの開発と評価

中学校家庭科における「楽しく学習する」ことを重視した食育プログラムの開発と評価

PEMAHAMAN MAHASISWA TERHADAP KURIKULUM EKONOMI 1994 SEKOLAH MENENGAH UMUM

Abstract The purpose of this study is to investigate students’ understanding of 1994 high school economics curriculum. The problems of this study are formulated as follows: (1) What economics curriculum materials are difficult to understand?; (2)What curriculum concepts or materials are difficult to teach when students would assume teaching position after they graduated? This exploratory study utilizing survey design has been done in the Department of Cooperative Economics, Faculty of Social Studies Teaching, Institute of Teaching and Educational Sciences Yogyakarta. The sample of this study is drawn by using convenient sampling technique. From this technique, eighty seven students can be determine as the sample in this study. This sample consists of those students who are in the 3rd, 5th, and 7th semester. Data analysis is done with univariate and bivariate descriptive method by using SPSS computer software. The finding of this study are: (1) students’ understanding in 1994 high school economics curriculum generally are low both in terms of teaching context and in terms of economics structure; (2) Curriculum materials which are the most difficult to understand and also difficult to teach, are the ones of the third quarter of the third grade of economics high school classes. Those materials consist of (1) Simple Linear Regression; (2) The Application of Regression in Economics; (3) Time Series (4) The analysis of Time Series Data; (5) Linear Secular Trend: (6) The Use of Time Series Analysis in Economics. Those difficulties arise because the majority of students do not fully master the concept themselves and the method how to teach those concepts. Keywords:1994 economics curriculum; high school; cooperative economics

PENGARUH AKTIVITAS BELAJAR DAN KEMANDIRIAN DALAM MENGERJAKAN TUGAS TERHADAP HASIL BELAJAR SISWA EKONOMI KELAS XI DI SMA SEMEN PADANG

Ab stract T h i s study aims to examine) The effect of learning activities and independence in doing tasks on learning outcomes of students in high school economics class XI Semen Padang.When the study was conducted in May 2014The results showed that: 1) There is a positive and significant effect of learning activities on student learning outcomes in high school economics class XI Semen Padang this with tcount>t table (4.955> 1.661). 2) in positive and significant impact of independence in doing the learning outcomes of students in high school economics class XI Semen Padang this is evidenced by the value of tcount>ttable (7.556> 1.661), there is a positive and significant impact jointly between learning activities and independence in the tasks of the learning outcomes of students in high school economics class XI Semen Padang academic year 2013/2014 this is evidenced by the Fcount>Ftable (135.599>3.09) and R Square0.745.

High School Economics Texts and the American Economy

More than half of high school students study economics. But what have they learned? This remarkably resourceful author finds that they learn about economics but not the economy. There are some mentions of poverty and the minimum wage but none of insider trading and downsizing in these texts, but a lot about the basic tools of neoclassical economics. Is that the right curriculum for a nation dealing with high unemployment and inequality? Gans thinks not.

Grades, Coursework, and Student Characteristics in High School Economics

The authors use U.S. public and private high school transcripts to analyze grade distribution patterns in economics courses across student and school characteristics, and compare these grades to those earned in other selected high school courses. Results are reported for the 53 percent of 2009 high school graduates who took a basic economics course and the additional 5 percent who took a college-level course in high school. Basic economics grades were relatively high but within range compared to grades earned in other social studies courses, and higher than the grades in mathematics and science courses. College-level economics grades were lower on average than those earned in college-level social studies courses, comparable to grades in college-level mathematics courses, and lower than grades in college-level science courses.

A Content Analysis of ‘Role of Government’ in High School Economic Textbook -from the syllabus period to the 2009 curriculum-

A Content Analysis of ‘Role of Government’ in High School Economic Textbook -from the syllabus period to the 2009 curriculum-

How Students are Graded in the Philippines at High School Economics Classes?

How Students are Graded in the Philippines at High School Economics Classes?

Integration of a Financial Literacy Curriculum in a High School Economics Class: Implications of Varying the Input Mix from an Experiment

We taught a mere seven‐period financial literacy curriculum to two 12th grade economics classes, where one treatment was Financial Fitness for Life® (FFFL)‐intensive and the other was “stock market learning” (SML)‐intensive. Two control groups received no financial literacy treatment—an 11th grade group with no exposure to economics and a 12th grade economics class. The 12th grade economics classes, i.e., the two treatment groups and one control group, also worked on identical stock market portfolio assignments that their teachers required independently of our curriculum. In a test of overall financial knowledge, the FFFL‐intensive group outscored both control groups and the SML‐intensive groups, even on questions that were not taught in our curriculum. We conclude that an FFFL‐intensive input mix was beneficial in directly adding to financial knowledge and also in terms of leading to spillovers in such knowledge.