Year Of Junior High School Research Articles

Manajemen Kurikulum Pendidikan Dasar

Basic education is the initial level of the national education system which aims to develop attitudes, abilities, and provide basic knowledge and skills needed to live in society and prepare students to continue to secondary level education. Basic education covers nine years, namely six years in elementary school and three years in junior high school. This article will discuss various aspects related to curriculum development policy in Indonesia, including the basics and principles of curriculum development, curriculum structure, and the curriculum design process.

Using Regular High-Quality Serosurveys to Identify and Close National Immunity Gaps-Measles and Rubella Elimination in Japan.

In Japan, periodic measles outbreaks occurred mainly among young children under the routine immunization program with one dose of the measles-containing vaccine (MCV). A second dose of MCV was introduced in 2006. During a nationwide measles resurgence in 2007-2008, the most affected age group was teenagers. The national serological surveillance for vaccine-preventable diseases made it clear that there was a measles immunity gap among teenagers who had not received a second dose of MCV. To fill this immunity gap, nationwide non-selective supplementary immunization activities (SIAs) were carried out as a five-year program from April 2008 to March 2013 by providing an opportunity to be vaccinated with the measles and rubella vaccine during the first year of junior high school (12-13 years old) and the last year of high school (17-18 years old). The SIA was conducted with the strong involvement of local governments in charge of vaccination delivery and collaboration between the health and education sectors. Japan was verified as achieving measles elimination in 2015 and this has been sustained to date. The challenge of rubella elimination following a similar strategy of a serological diagnosis of an immunity gap and targeted vaccination is also discussed.

IQ in high school as a predictor of midlife alcohol drinking patterns.

The aim of the present study was to assess the relationship between adolescent IQ and midlife alcohol use and to explore possible mediators of this relationship. Study data were from 6300 men and women who participated in the Wisconsin Longitudinal Study of high-school students graduating in 1957. IQ scores were collected during the participants' junior year of high school. In 2004, participants reported the number of alcoholic beverages consumed (past 30days) and the number of binge-drinking episodes. A multinomial logistic regression was conducted to determine the relationship between adolescent IQ and future drinking pattern (abstainer, moderate drinker, or heavy drinker), and Poisson regression was used to examine the number of binge-drinking episodes. Two mediators-income and education-were also explored. Every one-point increase in IQ score was associated with a 1.6% increase in the likelihood of reporting moderate or heavy drinking as compared to abstinence. Those with higher IQ scores also had significantly fewer binge-drinking episodes. Household income, but not education, partially mediated the relationship between IQ and drinking pattern. The present study suggests that higher adolescent IQ may predict a higher likelihood of moderate or heavy drinking in midlife, but fewer binge-drinking episodes. The study also suggests that this relationship is mediated by other psychosocial factors, specifically income, prompting future exploration of mediators in subsequent studies.

Power of Synergy: Unlocking the Potential of Group Dynamics Through Team-Building Practices in Junior High School

Cooperative learning has proven to be a valuable approach to education, benefiting students in a variety of ways. However, before a team can function productively, there needs to be a period of practice and adjustment to the process of cooperation at large; this is what we call team-building. This case study examines the way in which teams are developed in a language course at the junior high school level. For this purpose, qualitative research has been carried out. The sample consisted of a class in the first year of junior high school (students aged 13 to 14). Research data were collected through participatory observation and semi-structured interviews. The findings revealed that students progress through four stages (Forming, Storming, Norming, and Performing) before developing intergroup dynamics and becoming fully acquainted with the cooperative process. In addition, students need time to establish the conditions of cooperation and non-standard rules of behavior at the stage of disagreement (Storming).

Longitudinal Changes in Choroidal Thickness Varied With Refractive Progression in Myopic and Non-Myopic Children: A Two-Year Cohort Study.

To evaluate the longitudinal changes in subfoveal choroidal thickness (SFCT) in children with different refractive status. A total of 2290 children 3 to 14years old who attended the first year of kindergarten (G0), first year of primary school (G1), fourth year of primary school (G4), or first year of junior high school (G7) in Guangzhou, China, were recruited and followed up for 2years. All participants received cycloplegic autorefraction, axial length measurement and SFCT measurement using a CIRRUS HD-OCT device. Children were divided into groups of persistent non-myopia (PNM), persistent myopia (PM), or newly developed myopia (NDM). Children in the PNM and PM groups were further divided into subgroups of stable refraction (absolute mean annual spherical equivalent refraction [SER] change < 0.5D) and refractive progression (absolute mean annual SER change ≥ 0.5D). The mean ± SD ages for the G1 to G7 cohorts were 3.89 ± 0.30, 6.79 ± 0.47, 9.71 ± 0.34, and 12.54 ± 0.38, years, respectively. SFCT consistently decreased in the NDM group across the G1 to G7 cohorts (all P<0.001) and exhibited variability across different age cohorts in the PNM and PM groups. Further subgroup analysis revealed significant thickening of SFCT in the PNM-stable group among the G0, G1, and G7 cohorts (all P<0.05), whereas it remained stable among all cohorts in the PM-stable group (all P>0.05). Conversely, SFCT exhibited thinning in the G4 and G7 cohorts in the PM-progressive group (both P<0.01) and for the entire cohort of children in the PNM-progressive group (P=0.012). SFCT increased in nonmyopic children with stable refraction, remained stable in myopic children maintained stable refraction, and decreased in those with refractive progression, whether they were myopic or not.

Research on the Application of Global Geography in the Geography Teaching of the Second Year of Junior High School at Chuxiong Normal University Affiliated High School

Research on the Application of Global Geography in the Geography Teaching of the Second Year of Junior High School at Chuxiong Normal University Affiliated High School

Investigation into the Promotion and Instruction of Chinese Traditional Music in Liaocheng Peiwen School of Peking University

This research investigates the promotion and instruction of Chinese Traditional music in Liaocheng Peiwen School of Peking University. The first author, an alum with a decade of pedagogical experience, examined the challenges faced by private schools in providing tailored regulatory frameworks for Chinese Traditional music education. We share practical experience, drawing on the successful establishment of the school-based course "Chinese Folk Music and Geography." As the course is offered each year during the geography exam for students in their second year of junior high school, singing folk songs while learning geography enables students to explore China's beautiful landscapes while broadening their horizons. Students can understand the connection between folk music and geography, assisting their preparation for the exam.

A comparative study of gender representation in junior high school EFL textbooks of Hong Kong and Japan

This study aims to investigate the representation of gender and the presence of male dominance in spoken discourse in two selected English Language textbooks for junior high school year one students: Longman English EDGE (2nd Edition) 1A and 1B in Hong Kong, and New Horizon: English Course Book 1 in Japan, respectively. This research employs both qualitative and quantitative analyses to examine the content of dialogues in each unit. Key areas of analysis include the number of domestic and occupational roles assigned to male, female, and gender-neutral characters, the range of activities undertaken by these characters, the character initiating conversations, the occurrence of males, females and gender-neutral characters in dialogues, and the number of spoken words and turns by them. The findings indicated an improvement in gender equality in both textbooks in various aspects, compared with other earlier textbooks which were examined by other researchers (Lee &amp; Collins, 2008, 2010; Lee, 2018). In terms of role allocation and activities, a relatively balanced representation of male and female characters was observed. Female characters demonstrated a higher frequency of initiating conversations and taking turns. The average number of words spoken per turn by male and female characters was similar in the LE1A and LE1B textbooks, but male characters still spoke more per turn in NH1 textbook despite female characters taking more turns. Moreover, LE1A and LE1B employed gender-neutral names to mitigate gender stereotypes but gender-neutral names were not utilized in the Japanese textbook, despite the author’s effort to achieve gender equality. Considering these findings, this study reveals that male characters were underrepresented in the textbooks in Hong Kong and suggests that it is crucial to enhance gender awareness among English as a Foreign Language (EFL) teachers, provide explicit gender-sensitive instruction, and establish specific guidelines by educational authorities to assist textbook authors in creating gender-inclusive educational materials.

Menstruation-Related School Absenteeism: An Urban Centre Study in the Northern Region of Ghana

Menstruation-related school absenteeism significantly affects girls’ academic progress and general wellbeing. This study aimed to assess menstruation-related school absenteeism in an urban population in the Northern Region of Ghana. A school-based cross-sectional study was conducted to determine the prevalence of school absenteeism among girls using a structured questionnaire, which was pretested. The data were analyzed using Stata 16. Descriptive and inferential statistics, including cross-tabulation, the chi-square test, and binary logistic regression, were performed. The majority (59%) was between the ages of 15 and 19 years. Approximately one fifth of all respondents missed school during menstruation. Reasons assigned to missing school were menstrual pains (57%), stained clothes (43%), heavy bleeding (40%), and self-stigmatization (2%). The majority (95%) of respondents used some form of materials to absorb menstrual blood. About 88% of respondents used sanitary pads, 11% used cloth, and 1% used tissues to absorb their menstrual blood. The multivariable analysis showed that school girls &lt; 15 years old (AOR: 3.69, 95% CI: 2.02–6.73), first year of Junior High School (AOR: 4.68, 95% CI: 2.14–10.22), and public school (AOR: 3.57, 95% CI: 1.83–6.94) were associated with increased odds of menstruation-related school absenteeism. Menstruation-related school absenteeism is considered high and could affect girls’ educational attainment. School absenteeism due to menstruation, particularly in public schools, warrants attention by the Ghana Education Service.

The Impact of Personal Learning Environments on Chinese Junior High School Students' Spoken English Narrative Competence

This study designed and implemented a personal learning environment platform for spoken English teaching in a junior high school in China to improve students' spoken English narrative competence. Altogether, 83 junior high school year one students took part in this study. The participants were divided into experimental and control classes for the two-month-long experiment. The personal learning environment-based spoken English platform was implemented in the experimental class, while the control class used traditional face-to-face instruction. Pre- and post-spoken English tests and semistructured interviews were used in the study. The data analysis revealed that PLEs has the potential to boost students' learning motivation and enthusiasm and improve their spoken English narrative performance as well. This study advanced practical research of PLEs in junior high school and enhanced the theoretical research in spoken English teaching.

An Interview with Sophia Tonnessen

This excerpt from Our Voices Heard Vol. 1: A Youth Led Zine by Stand with Trans contains an interview conducted over email in the Fall of 2022 with author Sophia Tonnessen (she/they) compiled by Brynn H. Bryn H. is a trans woman currently in her junior year of high school. She enjoys writing and playing music in her free time.Founded in 2015 by a passionate mom, Stand With Trans helps trans youth between the ages of 12 and 22 in Michigan build resilience, gain confidence, and find hope in a future filled with joy. This zine was created by youth affiliated with the organization and its programming.

Using Differentiated Instruction to Foster Algebraic Thinking in Classrooms

This quasi experiment sought to use strategies of differentiated instruction (DI) to foster algebraic reasoning of Junior High School (JHS) year 2 students in the Winneba municipality, Ghana. The study employed Solomon four group sampling technique to collect pre-test and post-test data from 337 students. After the treatment, the independent -test on the post-test gave the results ( ) and ( ) with indicating that, there was a significant difference between the achievement score of the experimental and control groups. The calculated effect size between the means of the experimental and control groups was approximately 0.7, an indication that the effect of DI strategies is large. It was recommended that, DI strategies should be employed in Ghanaian classroom to improve students’ algebraic thinking.

Study of Junior High School English Reading Teaching on Project-based Learning

The overall objective of the compulsory education stage is described in China’s English Curriculum Standards: to enable students to develop initial comprehensive language skills, promote mental development and improve comprehensive humanistic qualities through the study of English. However, in the reality of junior high school English reading teaching, English teachers emphasize lecturing rather than competence, resulting in students not being able to understand the main idea of the text and limiting the development of students’ thinking skills and independent learning abilities. The project-based learning is a student-centred approach to completing projects through individual or group work, based on communicative teaching method and Dewey’s do-it-yourself theory. This study attempts to apply project-based learning to the problems that have arisen in the teaching of English reading in junior high school, and ultimately to verify the feasibility and effectiveness of project-based learning in the teaching of English reading in junior high school. Can project-based learning be effective in improving junior secondary students’ English reading skills? It is the core question of this study. This research was carried out in a secondary school in Sichuan Province with a total of 60 students in two classes in the second year of junior high school. The study was conducted in the form of an experimental class and a control class for 12 weeks. The experimental class adopted the project learning approach, while the control class adopted the traditional reading teaching approach. The students’ reading skills were compared through pre-tests and post-tests, questionnaires, SPSS analysis of the project implementation process and results, as well as interviews and observations. The final conclusion is that the use of project-based learning in junior high school English reading classes can effectively improve students’ reading ability and level, stimulate their interest in reading, and improve their interest in learning English.

A Phenomenological Investigation of Senior High School Learners with Low English Language Proficiency

Several studies have been conducted locally to internationally, revealing the deterioration of the English proficiency of Filipinos, especially high school learners. Still, only a few have determined the causes of why it is constantly happening. Hence, this phenomenological study investigated the experiences of public senior high school learners under the Technical-Vocational-Livelihood (TVL) track with low English language proficiency to identify various reasons why they are still encountering such problems in English and create an intervention program for them to enhance their skills. Specifically, this research utilized transcendental phenomenology and applied triangulation of the three methods: observations, field notes, and interviews. Also, the researcher followed Colaizzi's Method of Phenomenology, as presented in Morrow, Rodriguez, and King (2015), in analyzing and interpreting the data gathered from the individual interviews. Based on the testimonies and shared experiences of the participants, they knew they had difficulty learning English as early as elementary, while others were during their Junior High School (JHS) and Senior High School (SHS) years. In this study, the following themes emerged: traumatic experience, language anxiety, external factors, learners' motivation and interest, self-awareness, academic performance, learning styles and strategies, and the essence and value of the English language. The researcher recommends that teachers address the learners' problems to enhance their English proficiency and academic performance. It was also recommended for future researchers to investigate the teachers' perspective and assessment based on their experience since they are considered one factor in the learners' low English language proficiency.

Examining the Effectiveness of a Coping Skills Intervention for Anxiety for Junior High School Students amid the COVID-19 Pandemic

This study implemented a school-based intervention aimed at improving coping flexibility, and to determine the intervention effects on coping and anxiety in children during the COVID-19 pandemic. A total of 692 first and second year of junior high school students (347 boys, 320 girls, and 25 neither) participated. Of the 19 classes first and second year of junior high school, 10 participated in the intervention in July 2021 and nine participated in January 2022. The results showed that the intervention program effectively reduced students’ anxiety. With regard to coping, there was no change in “seeking support,” a decrease in “problem avoidance,” and an increase in “positive interpretation and recreation.” The current intervention, which aimed at improving coping flexibility, was effective in reducing anxiety and promoting coping among junior high school students during the COVID-19 pandemic. In future it may be necessary discussed to reduce the burden on schools to accept outside experts by using information-technology equipment and other means to conduct the intervention remotely.

Integrating Chatbot and Augmented Reality Technology into Biology Learning during COVID-19

The novel coronavirus (COVID-19) pandemic is rampant around the world, and teachers and students are unable to attend physical classes in the midst of a serious outbreak. This study aims to design a user-friendly, educational chatbot application interface that can be used as an after-school self-learning tool for students to enhance their interest and comprehension and increase the effectiveness of their learning at home. The system adopts the Chatfuel platform as the core interface and incorporates augmented reality technology to build a chatbot that allows users to interact with it after they have logged in to Facebook. The content is based on the biology subject of the first year of junior high school and is integrated into the online teaching with augmented reality teaching materials. A user survey is conducted to understand students’ attitudes towards learning biology with the aid of the ARCS motivation model, with 102 valid questionnaires received. The results show that the AR-based chatbot system developed in this study significant influenced the indicators in the ARCS motivation model; therefore, the intention to use the system is presumed to result in a noticeable increase in student learning outcomes when using the system. Accordingly, this study proposes new online learning tools for students to use at home during the pandemic, and the system also provides references for the future development and modification of educational chatbots.

A study to assess the knowledge regarding anaemia and its preventions among adolescents girls (12-18 years) in Junior High School, Kochhabhawar, Jhansi Uttar Pradesh

The purpose of the study was to Assess Knowledge regarding Anaemia and its Preventions among adolescents girls and to find out the need of training on management on prevention of anemia. The objectives of the study were to assess the knowledge and its Preventions among adolescents girls (12-18years) and to find out the correlation between Knowledge and its Preventions among adolescents girls. A survey research approach was used and the research design adopted for the present study was descriptive. The target population of the study was Students who are the students in the junior high school, Kochhabhawar, Jhansi. Sample size was 100. Data analysis was done by the basis of Objective and Hypothesis of study. The obtained data was analyzed based on objectives and hypothesis by using descriptive and inferential statistics and hypothesis were tested at 0.05 level of significance. The result of the study revealed that level of knowledge regarding anaemia among students, out of 100 students, 12% of the sample have inadequate knowledge, 85% have moderate knowledge and 3% have adequate knowledge.

A Six-Year Longitudinal Study of Parenting and Depressive Symptoms among Taiwanese Adolescents.

This study investigated the associations between early parental warmth, harsh discipline, and adolescent depressive symptoms from early to late adolescence, with attention to gender differences in these associations. The sample was drawn from a longitudinal study, the Taiwan Youth Project, including 2,690 Taiwanese adolescents from wave 1 in 2000 (first year in junior high school) to wave 6 (third year in high school) in 2005. The results showed a nonlinear developmental trajectory of adolescent depressive symptoms during the middle- to high-school period. Harsh discipline was associated with the significantly higher initial presence and faster growth rate of depressive symptoms, while parental warmth and monitoring were associated with the significantly lower initial presence of depressive symptoms. In addition, female adolescents displayed a higher initial level of depressive symptoms than males when parents exercised higher levels of monitoring and harsh discipline. Finally, we provided suggestions for practice and research.

The Influence of Online Games on Junior High School Students in North Sumatera Province

This study discusses the effect of online games on junior high school students in Tanjung Morawa sub-district, Deli Serdang district. The influence of online games can cause physical, mental and mental damage to junior high school students in general. In addition, changes in the behavior of students who are addicted to online games are not felt, but can be felt by people in the environment, especially parents. Children's social personality can be felt by people in the environment, especially parents. This study used qualitative research, the object of research was students aged 14-16 years in junior high school in Bandar Labuhan Village, Tanjung Morawa District, Deli Serdang Regency. This data is interviewed and the reality at school. The analysis includes research results and conclusions. This research proves that online game addiction can affect the personality of junior high school students, namely aggressive traits and attitudes, competition between friends, disputes/quarrels between friends, cooperative attitude, egotistical, he will focus on the game and not think about the environment around him.

Longitudinal Changes in Lens Thickness and Lens Power Among Persistent Non-Myopic and Myopic Children.

PurposeTo assess the longitudinal changes in crystalline lens in persistent non-myopic and myopic children.MethodsFour cohorts of children were recruited from Guangzhou, China, from first year of kindergarten (G0, n = 1129), first year of primary school (G1, n = 1324), fourth year of primary school (G4, n = 1854), and first year of junior high school (G7, n = 867) in 2018 and followed up annually for 2 years. All children received cycloplegic autorefraction and ocular biometry measurement. Children were classified into categories of persistent non-myopia (PNM; spherical equivalent refraction [SER] ≥−0.5 diopter [D] at baseline and during follow-up), persistent myopia (PM; SER <−0.5 D at baseline and during follow-up), or newly developed myopia (NDM: SER ≥−0.5 D at baseline and <−0.5 D during follow-up).ResultsThe mean (SD) age was 3.69 (0.34) years for children in G0, 6.79 (0.35) years in G1, 9.52 (0.42) years in G4, and 12.56 (0.38) years in G7. A LOWESS plot showed a three-stage pattern of change in lens thickness (LT) in PNM children including a rapid decrease from 3 to 7 years of age and a slower decrease from 7 to 11 years, followed by an increase thereafter. Similar trends were observed in the PM and NDM groups, although there was less change in LT. In contrast, lens power (LP) decreased consistently in all cohorts during the follow-up. No significant changes in LT or LP were observed around myopia onset.ConclusionsThe lens showed a three-stage pattern of change in LT, whereas there was continuous loss of LP in children ages 3 to 15 years.