Learning Of High School Students Research Articles

The link between career development learning and employability skills of senior high school students

The purpose of this research is to identify the domain of career development learning that best influences employability skills of Technical-Vocational senior high school students. This non-experimental quantitative research design utilized the survey approach involving N=103 Grade 12 senior high school students taking the Tech-Voc track in different educational institutions in Digos City. In analyzing the data, mean, Pearson r and regression analysis were used. Based on the findings, career development learning was assessed to be very high. Employability skills of students were also assessed to be very high. All measures of career development learning significantly correlated with employability skills. Lastly, among the domains of career development learning, transition learning was found the best influence on the employability skills of senior high school students.

PEMAHAMAN KETERAMPILAN HASIL BELAJAR PESERTA DIDIK TINGKAT SEKOLAH MENENGAH ATAS PADA MATERI MEMANDIKAN, MENGKAFANKAN DAN MENSHOLATKAN JENAZAH

This article discusses the obligation of Muslims when someone dies, is to take care of the body. The law is fardhu kifayah, which means an obligation if there is already a group of people who take care of the body, starting from bathing, forgiving, praying, burying, other Muslim obligations will fall. The law of fardhu kifayyah is associated with high school student education, which becomes concentrated in understanding the skills of high school student learning outcomes.

STUDYING THE MATH SELF-LEARNING CAPACITY OF HIGH SCHOOL STUDENTS

Regarding to learning in general and learning Math in particular, self-study ability is an important factor to promote effective learning. Objectives of the study, to build a framework of Math self-study capacity of high school students. Research methods, theoretical research through previous studies on competence, and students' mathematical self-study; based on the results of my proven practice research. Research results, proposing a framework of Math self-study ability of high school students including 6 basic competencies, including: Math cognitive competence; Capacity to observe situations; Mathematical connection competence; Capacity to solve problems; Ability to use effective self-study strategies and methods; Ability to self-assess learning results. At the end of the study, I provide some suggestions for developing components students' Math self-study capacity, then improve the quality of Math learning of high school students in the future.

Pengaruh E-Learning Menggunakan Quipper School Terhadap Kemandirian Belajar dan Hasil Belajar Siswa SMP Pada Pelajaran Matematika

The low independence of student learning is due to students being bored with learning the lack of innovation of teachers in using learning media, and it is predicted that E-Learning using Quipper School can help students improve student learning independence and learning outcomes. This study aims to analyze the effect of E-Learning using Quipper School on learning independence and junior high school student learning outcomes in mathematics. This study used a quasi-experimental method with a pretest and posttest nonequivallent control group design. The population in this study were all students of SMPI Al Azhar 11 Serang, Serang City, Prov. Banten and the sample were selected by purposive sampling in order to obtain 3 classes, namely the Bilingual class, Tahfidz and Regular as the experimental class. To obtain research data, instruments were used in the form of a learning outcome ability test and a student learning independence questionnaire. The analysis shows that: 1) There are differences in the learning independence of Bilingual, Tahfidz and Regular students with E-Learning using Quipper School, 2) There are differences in student learning outcomes in Bilingual, Tahfidz and Regular classes with E-Learning using Quipper School.

PEMBELAJARAN MENULIS TEKS FABEL MENGGUNAKAN METODE BROKEN SQUARE BERBASIS CERITA BERGAMBAR

Writing fable texts on the learning of junior high school students can be categorized into difficult lessons. Because students are required to be able to rew write stories according to their language structure and rules. Students find it hard to imagine pouring out their ideas. This causes students to become less excited about Learning Indonesian. In this study, researchers found that students' difficulties with learning to write fable texts were still difficult in pouring their imagination into writing the fable text. It is still rare for students to apply the language rules and structure of the fable text. The purpose of this study is to improve the writing ability of students in pouring their imagination into a writing. This research was conducted by applying broken square method assisted by pictorial story. This method directs students to play puzzles or compose fragments of images that have been shared by the teacher and then students are directed to arrange the fragments into a whole image medium. This method is used to build the spirit and creativity of students so as not to get bored in writing skills. As for the results of the study obtained, researchers conducted a pre-test whose results are still many students who do not yet understand the elements and language rules of the fable text. After the use of broken square method, the writing results of students are much better than before the applied broken square method.

PENINGKATAN KETERAMPILAN MEMBACA DAN BERPIKIR KRITIS SISWA SMA MELALUI METODE STRATTA

<p><em>This study aims to improve the reading and critical thinking skills of high school students through the Stratta method. Stratta method is derived from the writing of Leslei Stratta in his book Pattems of Language so it is called the Stratta method. In this method of teaching literature there are three stages that must be done, namely the exploration phase, the interpretation phase and the recreation stage. The research method used in this research is research and development (research and development / R & D). Data collection in this study was conducted by examining the current state of teaching and learning of high school students today. This study produced several scenarios to improve the reading and critical thinking skills of high school students through the Stratta method. Improved reading skills and critical thinking in students can be developed and produce a work both literary or non-literary. In each learning there are several scenarios that can be applied during the teaching and learning process. The exploration stage in the study of literature there are 5 scenarios and in non-literary learning there are 6 scenarios. At the interpretation and recreation stages there are 4 scenarios in literary and non-literary learning.</em></p>

Greening for academic achievement: Prioritizing what to plant and where

Converging evidence from hundreds of studies suggests that contact with nature enhances learning in elementary and high school students –– could greening in and around schoolyards improve academic achievement in sixth grade students, many of whom are negotiating the transition from elementary to middle school? This study examines the greenness-academic achievement relationship in 450 public schools in Washington State using two different measures of greenness (tree canopy cover and total green cover as assessed via NDVI), at two different scales (250m and 1000m radial buffers around a school), with two different measures of school achievement (the percentage of students meeting or exceeding state standards in reading and math). Six of eight spatial error models showed statistically significant, positive relationships between school greenness and achievement in sixth-graders — tree canopy within 250m of a school predicted better performance in both reading and math, as did total greenness within 250m, and tree canopy within 1000m — even after controlling for 17 potential confounders, including student characteristics, school resources, size, and location. Further analyses suggest that the greenness-achievement ties are primarily driven by the tree cover within 250m of a school. If a community wanted to experiment with greening schools for academic achievement, these findings provide clues as to what might be best to plant and where, suggesting that planting trees within 250m might maximize any effect on achievement.

The Extent of Application of Science's Teachers to the Habits of Mind to improve the learning of Secondary School Students in Holy Makkah: مدى تطبيق معلمات العلوم لعادات العقل لتنمية تعلم طالبات المرحلة الثانوية بمكة المكرمة

The study aimed to know the extent of applying science teachers the habits of mind to develop learning of secondary school students in Holy Makkah, for this purpose a survey descriptive approach was applied that relies on data collection and tabulation and then analyzing and extracting results from it, to determine the extent of application, prepare a questionnaire, and submit the proposed recommendations. The sample of the study was (31) female science teachers for the secondary stage. In order to answer the study questions, a questionnaire was applied (prepared by the researcher) that consists of four axes of mind habits, aiming to know the extent of applying the parameters to mind habits to develop the learning of high school students. (T-test - correlation coefficient). The results confirmed that secondary school teachers apply some mind habits to develop their students ’learning at an average rate of 50.76%. The study recommended the importance of holding training courses for female teachers in various stages of education on habits of the mind, and focusing on the use of learning based on habits of the mind, to move from teaching information to teaching effective skills and strategies for the learning process.

Experiencia de Diseño de Objeto Virtual de Aprendizaje OVA para Fortalecer el PEA en Estudiantes de Bachillerato

Los recursos tecnológicos han permitido la incursión de herramientas digitales interactivas o no interactivas en la educación, fortaleciendo el aprendizaje de los educandos en diferentes áreas del saber, no obstante, en el colegio “Dr. Juan Henríquez Coello”, Ecuador, los estudiantes de bachillerato presentan falencias durante el proceso de enseñanza aprendizaje, en la asignatura de informática. Por tal motivo, el presente estudio, planteó como objetivo de investigación; el diseño de un Objeto Virtual de Aprendizaje para fortalecer los aprendizajes básicos imprescindibles de los estudiantes de bachillerato, siendo este un prototipo que surge como parte del proyecto COVA planteado en la Universidad Técnica de Machala. Dentro de la metodología se utilizó la investigación – acción participativa, además de utilizar como instrumentos de recolección de datos el cuestionario junto a una encuesta basada en escala de Likert permitiendo conocer el grado de satisfacción, además de la actitud de los 60 estudiantes de bachillerato quienes utilizaron el recurso digital. Entre los resultados, se logró evidenciar la propuesta del Objeto Virtual de Aprendizaje, donde los estudiantes demostraron una actitud positiva hacia el recurso propuesto obteniendo una aceptación del 90% por parte de los participantes. Por último, es necesario mencionar el uso de la metodología ADDIE como guía fundamental para la construcción e implementación de un Objeto Virtual de Aprendizaje permitiendo proponer al OVA como un recurso educativo digital para la interacción entre el docente - estudiante fortaleciendo el proceso de enseñanza aprendizaje de los contenidos de estudio de una asignatura.

Ecological education under conditions of distance learning during the quarantine in secondary schools of the Slovak Republic

Global changes in ecosystems caused by human activities require modern education to develop the ecological competence of the younger generation. Under conditions of distance learning, it is rather difficult to purposefully develop the ecological educational component. The aim of the article is to consider the content and methods of environmental education and upbringing within the distance learning of high school students in the Slovak Republic during the Covid-19 pandemic. To reach the aim, the following theoretical methods have been used: systematisation, analysis, substantiation of the conceptual apparatus, formulation of conceptual regulations conclusions of the study, the method of analysis of pedagogical documentation and current regulations, content analysis of curricula and methodological support of the educational process to assess the level of environmental education during distance learning in a pandemic. The peculiarities of the use of Internet resources and innovative technologies during ecological education and upbringing in the Slovak Republic have been described. Attention has been paid to the need for environmental education during quarantine. The ways and mechanisms of introduction of ecological education in secondary schools of Slovakia under conditions of the quarantine have been investigated. Some methods for assessing the environmental component of study during distance learning in schools have been established. The normative acts and pedagogical documentation of several secondary schools of the Slovak Republic during the distance learning in the quarantine caused by COVID-19 have been analysed and the methods, forms and means for distance environmental education of schoolchildren have been identified. The obtained results can be used for the development of ecological competence of Ukrainian school pupils under conditions of distance learning.

N-Gage

The study of student engagement has attracted growing interests to address problems such as low academic performance, disaffection, and high dropout rates. Existing approaches to measuring student engagement typically rely on survey-based instruments. While effective, those approaches are time-consuming and labour-intensive. Meanwhile, both the response rate and quality of the survey are usually poor. As an alternative, in this paper, we investigate whether we can infer and predict engagement at multiple dimensions, just using sensors. We hypothesize that multidimensional student engagement level can be translated into physiological responses and activity changes during the class, and also be affected by the environmental changes. Therefore, we aim to explore the following questions: Can we measure the multiple dimensions of high school student's learning engagement including emotional, behavioural and cognitive engagement with sensing data in the wild? Can we derive the activity, physiological, and environmental factors contributing to the different dimensions of student learning engagement? If yes, which sensors are the most useful in differentiating each dimension of the engagement? Then, we conduct an in-situ study in a high school from 23 students and 6 teachers in 144 classes over 11 courses for 4 weeks. We present the n-Gage, a student engagement sensing system using a combination of sensors from wearables and environments to automatically detect student in-class multidimensional learning engagement. Extensive experiment results show that n-Gage can accurately predict multidimensional student engagement in real-world scenarios with an average mean absolute error (MAE) of 0.788 and root mean square error (RMSE) of 0.975 using all the sensors. We also show a set of interesting findings of how different factors (e.g., combinations of sensors, school subjects, CO2 level) affect each dimension of the student learning engagement.

Visuospatial Processing Decline Due to Cannabis Consumption in Nondependent High School Students

Using cannabis (e.g., smoking marijuana) is becoming popular, partly due to a legalization trend across different countries. This tendency has resulted in cannabis consumption being accepted by society as if it were harmless. However, evidence shows that the use of this drug has detrimental effects on cognitive, academic, and professional performance, which tend to be larger in younger users (e.g., high school students). In this review article, we focus on the decline of visuospatial processing associated with cannabis consumption in nondependent or nonclinical high school students. We start by providing evidence of the pivotal role of visuospatial processing for learning. Next, we review experimental and correlational evidence of declines in visuospatial processing related to cannabis use. Three types of correlational studies are considered: (a) comparisons of declines between visuospatial processing and other cognitive tasks, (b) studies comparing declines between high school students and adult participants, and (c) stringent correlational studies (e.g., large samples, longitudinal data, twin studies). We also include evidence in abstinent cannabis conditions. We conclude that using cannabis may moderately impair visuospatial processing and learning in nondependent high school students, although the effects could disappear under abstinence and tend to be lower than on other cognitive functions. Instructional implications for educators and future research directions are discussed.

أثر نمط التقویم البنائی فی بیئة تعلم الکترونیة فی تنمیة مهارات نسق التعلم الذاتی لدى طلاب المرحلة الثانویة

هدف البحث الحالي إلى تنمية مهارات نسق التعلم الذاتي لدى طلاب المرحلة الثانوية وتم التوصل إلى قائمة بمهارات نسق التعلم الذاتي اللازمة لهؤلاء الطلاب، کما هدف البحث إلى التحقق من أثر نمطا التقويم البنائي المقترحة من خلال تطبيقها على عينة البحث ومکونة من (60) طالبا من طلاب ادارة المستقبل التعليمية بمدينة 15 مايو. وقد اتبع البحث المنهج الوصفي التحليلي :لرصد الدراسات والأدبيات المتصلة بالإطار النظري وتحليلها للوصول إلى قائمة بمهارات التعبير الکتابي. کما اعتمد البحث على المنهج التجريبي لقياس أثرنمطا التقويم البنائي في بيئة تعلم الکترونية في تنمية مهارات نسق التعلم الذاتي لدى طلاب المرحلة الثانوية. وقد أسفرت نتائج البحث عن وجود فروق دالة إحصائيا لصالح الاختبار البعدي لنمط التقويم البنائي من قبل المتعلم مجهول الهوية . ومن ثم أوصت الباحثة بالأخذ بهذا النمط البنائي للتقويم (متعلم مجهول الهوية)لتنمية نسق التعلم الذاتي لطلاب المرحلة الثانوية. The aim of the current research is to develop the self-regulated learning skills of high school students and a list of the self-regulated learning skills needed for these students was reached. The research also aimed to verify the impact of the proposed formative evaluation patterns by applying them to the research sample consisting of (60) students Future Educational Administration in May 15th city. The research followed the descriptive and analytical approach: to monitor studies and literature related to the theoretical framework and analyze them to reach to a list of writing comprehension skills. The research also relied on the experimental approach to measure the effect of the two constructive evaluation types in an electronic learning environment on developing the skills of the self-regulated learning among secondary school students. The results of the research resulted that there are statistically significant differences in favor of the post test of the structural evaluation type by the anonymous learner. Then the researcher recommended adopting this structural type of evaluation (anonymous learner) to develop the self-regulated learning for high school students.

Ambiente de aprendizaje positivo, compromiso académico y aprendizaje autorregulado en bachilleres

De acuerdo con la teoría de ambientes positivos, los contextos donde se brinda apoyo académico pueden promover la adaptación exitosa de los estudiantes, y, a su vez, el resultado de dicha adaptación favorece su éxito académico, lo cual puede medirse con los constructos de compromiso académico y aprendizaje autorregulado en el ámbito académico. Teniendo esto en consideración, en la presente investigación se da cuenta de un trabajo de psicología positiva aplicada en el que se tuvo como objetivo evaluar la relación entre el ambiente de aprendizaje positivo (AAP), el compromiso académico y el aprendizaje autorregulado en bachilleres mexicanos. Para esto, se diseñó un estudio de tipo correlacional en el que participaron 166 estudiantes voluntarios de primer grado de bachillerato, seleccionados por conglomerados, con consentimiento informado individual y de sus padres. Del total de participantes, 76 fueron de sexo masculino (45.8 %) y 90 de sexo femenino (54.2 %), con una edad promedio de 15.2 años (DE = .43); quienes respondieron a cuestionarios sobre apoyo académico de padres, amigos pro-académicos, ambiente familiar positivo, compromiso académico y aprendizaje autorregulado. Se realizó un análisis de ecuaciones estructurales, y en los resultados se encontró, con una p < .05, que el AAP fue un factor latente formado por el apoyo académico de los padres, los amigos pro-académicos y el ambiente familiar positivo; además, en el modelo estructural, el AAP correlacionó positivamente con el compromiso académico (coeficiente estructural = .80), y este último se relacionó positivamente con el aprendizaje autorregulado de los estudiantes (coeficiente estructural = .55); finalmente el modelo estructural resultante explicó el 30 % del aprendizaje autorregulado. Para concluir, se discute respecto a la posibilidad de que el AAP promueva el compromiso académico y el aprendizaje autorregulado de los estudiantes.

Tecnologías digitales como estrategia para la formación de educación sexual

El objetivo de la investigación fue analizar de qué manera el uso de metodologías adecuadas y la aplicación de tecnologías digitales para la enseñanza de educación sexual puede contribuir a un aprendizaje significativo en los estudiantes de bachillerato. Mediante alcance descriptivo correlacional no experimental transeccional, mediante análisis de Chi-cuadrado de Pearson, aplicándose encuesta y cuestionario de 19 preguntas a 155 estudiantes. La información que dan los padres de familia sobre sexualidad si influye en los conocimientos de los jóvenes. Se demuestra que los padres de familia presentan un gran conflicto a la hora de abordar temas referentes a la sexualidad, en este estudio se reveló que aún existen limitaciones en el proceso de obtención de información por parte de los familiares, dada por la insuficiente preparación en esta área educativa. Existe la necesidad de abordar en forma integral, dinámica y creativa las clases de salud sexual.

Introduction Virtual Reality for Learning Media in Schools in Indonesia

This paper aims to introduce Virtual Reality (VR) as a learning tool for students. As the first study (Case I), we present a VR simulation as a learning therapy tool using the VAKT method (visual, auditory, kinesthetic, tactile) for children with Autism Spectrum Conditions (ASC). The second example (Case II), VR was used as a display environment to explore biology learning for senior high school students. Finally, the result from our experiences and lessons learned, VR can be used as a tool for school learning both for regular students and ASC.

고등학생의 진로개발역량과 진로교육 경험, 부모지지 및 자기주도 학습의 구조적 관계

이 연구는 고등학생의 진로개발역량과 관련 변인 간의 구조적 관계를 밝히는 데 그 목적이 있었다. 이 목적을 달성하기 위하여 구조방정식모델링 기법을 활용하여 첫째, 진로개발역량과 관련변인 간의 가설적 연구모델을 설정하여 적합도를 판정하고, 둘째, 진로개발역량과 관련 변인 간의 영향관계를 구명하며, 셋째, 진로개발역량의 구조모델 내에서 나타나는 자기주도 학습의 매개효과를 밝히는 데 세부 목표를 두었다. 이러한 연구 목적을 달성하기 위하여 분석 자료는 한국직업능력개발원(KRIVET)의 초․중등 진로교육 현황조사(2016/2017/2018)의 고등학생 데이터를 활용하였고 최종적으로 최신 데이터(2018년 n=9,546)를 중심으로 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 이 연구에서 설정한 진로개발역량모델은 변인 간의 구조적 관계를 적합하게 예측하는 것으로 검증되었다. 둘째, 검증된 고등학생의 진로개발역량모델 내에서 진로교육 경험과 부모지지는 고등학생의 자기주도 학습 및 진로개발역량에 각각 직접적 정적 영향을 미치는 동시에 고등학생의 자기주도 학습은 진로개발역량에 직접적 정적 영향을 미치는 것으로 밝혀졌다. 셋째, 개발된 진로개발역량모델 내에서 고등학생의 자기주도 학습은 진로교육 경험과 부모지지 및 진로개발역량 간의 부분매개효과가 확증되었다. 이상의 연구 결과를 토대로 고등학생의 진로개발역량과 진로교육 경험, 부모지지 및 자기주도 학습 간의 인과관계에 대한 함의를 논의하고 후속 연구를 위한 제언을 제시하였다.

Developing an Instrument of Performance Assessment to Measure Problem-Solving Skills of Senior High School Students in Physics Inquiry-Based Learning

The assessment of students’ learning results has not been fully implemented. Whereas, the importance of assessing students is to find out the development of learning abilities in solving problems, but many obstacles are still faced by educators at SMAN (high school) 5, SMAN (high school)15, and SMAN (high school) 16 Bandar Lampung. This study aims to produce a valid product and determine the feasibility of construction, substance, and language. Sugiyono's research design development model was divided into (1) potential and problem, (2) data collection, (3) product design, (4) design validation, (5) design revision. The product is valid because the expert validator accepts the instrument in terms of both content and format, including instrument outline, learning scenario, rubric, and scoring guideline. The construction aspect score was 3.59 while the substance aspect score was 3.56, and the language aspect score was 3.58. The validation test result meets very sufficient quality criteria. Therefore, the product performance assessment instrument to measure problem-solving skills in physics inquiry-based learning of senior high school students can be used.

Improvement of Science Process Skills Through Sound Variable Intensity Level Tool Kit

Science process skills (SPS) are essential to assist the learning of senior high school students according to the 2013 curriculum, which prioritizes a scientific approach. The learning method that supports SPS is experiment methods. Nevertheless, learning with experimental methods is still rarely applied in schools, especially in the sound intensity level concept. The reason is the limited number and variant of experiment tool kits to support learning in schools. This study aims to develop a sound variable intensity level sound tool kit based on development procedures proposed by Jan van de Akker (2006). Sound variable intensity level kit was developed based on tool kit, which was developed before by Fikri Habibi. Sound variable intensity level experiment kit was evaluated by several learning media and learning material experts before being tested on high school students in several stages, including the one-on-one evaluation stages, small group evaluations, and field tests. The researcher revised the sound variable intensity level kit based on suggestions from the experts and the students. After being revised, the sound variable intensity level kit was tested on summative evaluation. Based on the results of summative evaluations, the sound variable intensity level kit becomes a successful, practical, and effective learning support tool kit for improving the science process skills of the student in the concept of sound intensity level.

ANALISIS WACANA KRITIS BUDAYA LITERASI MELALUI APLIKASI WEBTOON BERBASIS MEDIA PEMBELAJARAN INTERAKTIF SEBAGAI UPAYA PENINGKATAN KARAKTER SISWA SEKOLAH MENENGAH

One of the successes in high school student learning lies in the use of learning method or model. The development of technology has given great influence on the world of today’s education. Learning media that are independent and technology-based become an attraction for students to improve learning motivation and to educate students to be able to learn independently. This study aims to develop the interactive learning media through webtoon applications as an effort to shape the character of high school students through literacy culture. This research also aims to foster high school students' interest in reading through smart phone technology. The subjects of this study were high school students. The research method used is the method of triangulation which includes data triangulation, triangulation between researchers and theory triangulation. Data collection techniques used in this studywere interviews, observation and documentation. The data obtained were then analyzed using descriptive qualitative analysis techniques. The results of this study are scientific publications and products in the form of interactive learning media in an effort to strengthen the character of high school students.
 
 Keywords: Webtoon, literacy culture, character education, interactive learning method