Levels Of Academic Ability Research Articles

APPLICATION OF THE PROBLEM-BASED LEARNING MODEL TO IMPROVE MATHEMATICS LEARNING OUTCOMES FOR SEVENTH GRADE JUNIOR HIGH SCHOOL STUDENTS

This research aims to improve the mathematics learning process and outcomes of class VII students at SMPN 3 Sabak Auh on whole number and fraction operations. The method used is classroom action research, which includes planning, action implementation, observation, and reflection stages. The research subjects consisted of 34 students with various levels of academic ability. The data collected includes teacher activities, student activities, and mathematics learning outcomes. Data collection instruments include teacher and student activity observation sheets and students' mathematics learning outcomes tests. The research results showed an increase in the number of students who achieved the KKM from the initial score to cycles I and II, from 52.94% in the first cycle to 76.47% in the second cycle. Overall, researchers' application of the Problem-Based Learning model succeeded in improving the learning process. Apart from that, there was also a significant increase in the mathematics learning outcomes of class VII students at SMPN 3 Sabak Auh in the material on operations on integers and fractions.

Analisis Kesulitan Belajar Siswa dalam Mata Pelajaran IPA dan Upaya Penanganannya di MTs N 1 Kepulauan Sula

This study aims to identify and analyze students' learning difficulties in the subject of Natural Sciences (IPA) at MTsN 1 Kepulauan Sula and the measures to address them. Employing a qualitative approach with a descriptive case study method, data were collected through participant observation, in-depth interviews, and document analysis over eight weeks. The findings indicate that students struggle with understanding abstract concepts such as force, motion, energy, and atomic structure due to insufficient teaching aids and practical exercises. Limited resources and facilities, such as inadequately equipped laboratories and restricted access to information and communication technology (ICT), also hinder the teaching and learning process. Low student motivation, varying levels of academic ability among students, and inadequate parental involvement in home learning are additional factors affecting learning difficulties. Proposed measures include enhancing teaching quality through teacher training, utilizing local resources, and strategies to boost student motivation. Differentiated learning approaches to address varying academic abilities and increased parental involvement are also recommended. These findings provide insights into the challenges of teaching IPA in remote areas and recommend developing educational policies better suited to local contexts.

Explore Students' Metacognitive Thinking Process in Solving Compound Polarity Problems Based on The Level of Academic Ability

This study was designed to identify and describe students’ metacognitive thinking process in solving compound polarity based on academic ability level. Two hundred and eighty-four high school students in Indonesia participated in the study. Students are classified into high, middle and low academic ability groups based on field notes, student academic data, compound polarity problem-solving test (CPPST) scores and teacher suggestions. Six selected students from each group were designated as research subjects and then interviewed in depth to explore their metacognitive thinking processes. CPPST answer sheets and interview transcripts were analyzed using summative content analysis and tested for validity by data triangulation. The results showed that the students with high and medium academic ability level carry out metacognitive thinking processes in the dimensions of planning, monitoring and reflection in solving compound polarity problems, where the metacognitive thinking processes of students with high academic ability are more varied than students with middle academic ability. Students with low academic ability only carry out the dimensions of planning and monitoring. Therefore, teachers need to train students' metacognitive skills in solving problems and get used to applying metacognitively in each given problem solving so that students are trained to solve problems systematically, carefully and thoroughly, and manage time properly in order to obtain the expected learning achievement.

Analysis of Metacognitive Awareness, Learning Methods, and Learning Outcomes in Biology of Student

This study aimed to determine the relationship between metacognition awareness, learning methods and learning outcomes in biology based on the academic abilities of students in class X MIPA at SMA Negeri Bangkinang city for the Academic Year 2022/2023. This research was conducted on January 9 - January 17, 2023. This research was a correlational study and data collection used questionnaires, documentation and interviews. The sample in this study were 218 students with different levels of academic ability. Data analysis in this study used the Person Product Moment correlation analysis technique. The results showed that at high academic levels, metacognition awareness (X1), learning methods (X2) and learning outcomes (Y) had a moderate relationship (0.418). In low academic metacognition awareness (X1), learning methods (X2) and learning outcomes (Y) there is a moderate relationship (0.447). For significant test scores obtained at high academic, metacognition awareness (X1), ways of learning (X2) and learning outcomes (Y) t-test (4.75) > t-table (1.98). At low academic levels, metacognition awareness (X1), learning methods (X2) and learning outcomes (Y) t-test (5.16) > t-table (1.98). The results showed that there was a significant relationship between metagonistic awareness, ways of learning and learning outcomes in biology based on the academic abilities of class X students at SMA Negeri Bangkinang city

Improving Student Mathematics Learning Outcomes Through the Implementation of PBL Models for Students of Class VII H SMPN 23 Pekanbaru

This classroom action research aims to improve student's learning process and outcomes by applying problem-based learning models in the class. The subjects of this study were 39 class VII H students of SMP Negeri 23 Pekanbaru with different levels of academic ability. This research was divided into 2 cycles, each consisting of four stages: planning, implementing, observing, and reflecting. The data collected was obtained from researchers' observations of the learning activities of teachers and students during class and learning outcomes tests in the form of daily tests. The results obtained are an increase in a better direction. This can be seen in students who participate actively and are more responsible in the learning process, such as discussing, presenting, expressing opinions, and asking questions to provide learning conclusions. The number of students who achieved KKM on the basic value, daily test I (cycle 1), and daily test II (cycle II) was 51.2%, 58.9%, and 66.7%. KKM presentations that experienced an increase from before to after the action showed that student learning outcomes improved. The results of this study indicate that the learning process using a problem-based learning model can improve the quality of learning and learning outcomes of class VII H students of SMP Negeri 23 Pekanbaru.

THE IMPLEMENTATION EFFECT OF PEER TEACHING FLIPPED CLASSROOM ON STUDENT'S UNDERSTANDING OF MATHEMATICAL CONCEPTS IN LEARNING MATHEMATICS

This research is motivated by the low understanding of students' mathematical concepts in the mathematics learning process. The purpose of this study was to find out how the influence of the Peer Teaching Flipped Classroom learning model on mathematical concept understanding, and the influence of Peer Teaching Flipped Classroom in terms of academic ability level on the student’s mathematical concept understanding ability in class XII IPA3 SMAN 1 X Koto Tanah Datar Regency. This type of research is a quantitative nonequivalent pretest-posttest experiment. Where the research subjects were students of class XII IPA SMAN 1 X Koto Kab. Tanah Datar for the 2022/2023 academic year, totaling 44 students. The instrument used to collect data is in the form of test questions. The results of this study indicate that students have an increase in answering questions. Based on data analysis obtained F(1.42) and p=0.001 <0.05 then H0 is rejected, which means that there is an influence of Peer Teaching Flipped Classroom on understanding mathematical concepts of class XII IPA3 students of SMAN 1 X Koto Kab. Tanah Datar. However, the level of students' academic ability did not have a significant effect on understanding mathematical concepts with the application of Peer Teaching Flipped Classroom. It is seen from the analysis of the data obtained p = 0.051> 0.05, then H0 is accepted.

ANALYSIS OF ERROR SOLUTION OF MATHEMATICS STORIES BASED ON WATSON CRITERIA

This research is motivated by the number of errors made by students in solving math problems. The purpose of this study was to determine the types of errors made by students in working on math problems based on Watson's criteria in class IX.8 and to determine the factors that caused students to make mistakes in doing math problems based on Watson's criteria in class IX.8. The research method used is descriptive method with a qualitative approach. The sampling technique used is purposive sampling technique. The sample in this study consisted of 32 students, for further research from the existing sample, namely 5 students according to the level of academic ability and certain considerations. The results of this study indicate that the types of errors made by students with high academic abilities are incorrect procedures and missing conclusions. The types of errors of moderate ability students are missing data, wrong procedures and missing conclusions. The types of errors made by students with low academic ability are inaccurate data, wrong procedures, missing data and missing conclusions. The cause of students making mistakes is that students do not understand the questions, students are confused in answering questions and forget to use the correct formula. So it can be said that the error in reading mathematical stories is in accordance with Watson's Criteria.

Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors.

Despite calls for improved data-collection efforts tracking transgender and gender nonconforming (TGNC) people in science, technology, engineering, and mathematics (STEM) education, there have been no reports of TGNC continuation in STEM majors at the university level. Using national, longitudinal data from the Higher Education Research Institute at the University of California, Los Angeles, we analyzed the experiences of 20,910 students who indicated an initial intent to major in a STEM field and found that TGNC students (n = 117) continue in STEM majors at a rate ∼10% lower than their cisgender peers. This gap persists despite TGNC students’ high levels of academic ability and academic self-confidence. Through multilevel regression modeling, we found this difference is not explained by experiences that have predicted the likelihood of cisgender students leaving STEM. The only significant predictor of STEM attrition for TGNC students in our model was whether they sought personal counseling; TGNC students who more frequently sought personal counseling were 21% less likely to remain in STEM majors. Overall, TGNC students leave STEM at rates similar to or higher than other minoritized groups, building the case for a multifaced, intersectional approach to addressing diversity and equity in the preparation of the future STEM workforce.

Enrolling at university and the social influence of peers

Abstract This article studies peer effects on the decision to enroll at university. To determine the social influence of peers, we use a measure encompassing the two major dimensions of social influence in the classroom: the ability and capacity of peers to exchange information about study options. This paper uses French administrative data on the universe of first year applicants to a single university over seven consecutive cohorts. We exploit idiosyncratic variations in the proportion of peers advised to change their educational choice. We find that our variable of interest has a small but negative and significant effect on the individual decision to attend university and observe stronger peer effects among groups of students of similar gender or socio-economic background. We also find a weaker impact of the proportion of peers advised to change their educational choice on the individuals of higher level of academic ability.

Curiosity Matematis Mahasiswa dalam Pembelajaran Daring Ditinjau Berdasarkan Level Kemampuan Akademik dan Gender (Studi Kasus dalam Pembelajaran Kalkulus Integral)

The possession of mathematical curiosity (curiosity) in learning Integral calculus is very important. Moreover, learning is carried out online due to the covid-19 pandemic. The level of academic ability and gender, which is a social behavior inherent in individuals, will indirectly contribute to mathematical curiosity (curiosity). Therefore, this study was conducted with the aim of describing students' mathematical curiosity in online learning in terms of academic ability level and gender. The Mathematics Education Study Program FKIP UIR is the place where this research is carried out. The implementation time is the odd semester of the 2020/2021 academic year with a sample of 50 people obtained with consideration. This research was conducted using quantitative research. The research instrument was a mathematical curiosity questionnaire which was given to students on a non-test basis with the help of google classroom. Descriptive analysis was used to analyze the data obtained in this study. The results of the analysis of research data inform that Overall, students' curiosity in bold learning is included in the criteria with a percentage of 78.88%. The mathematical Curiosity of students with a high level of academic ability is included in the criteria with a percentage of 79.79%, 78.19%, and the mathematical Curiosity of students with a low level of academic ability is included in the very strong criteria with a percentage of 83, 13% . The mathematical curiosity of male and female students is included in the criteria with a percentage of 75.89% and 78.74%

Relationship Between Academic Ability And Physical Fitness In Elementary And Middle School Students

PURPOSE: The purpose of this study was to clarify the relationship between physical fitness and academic ability of Japanese children. METHODS: The participants were 2,417 elementary school 6th graders and middle school 2nd graders. The overall physical fitness assessment determined from eight physical fitness tests was used as the evaluation value (A: Excellent, B: Slightly excellent, C: Standard, D: Slightly inferior, E: Very inferior). For evaluation of academic ability we used the number of correct answers for basic and applied questions in national language and mathematics. national language (basic and applied), mathematics (basic and applied), basic academic ability (national language and math), applied academic ability (national language and math), and the total number of correct answers for all tests were calculated and analyzed. An independence test was applied to verify the relationship between academic ability and physical fitness. RESULTS: As a result of the analysis, significant (p < 0.01) associations were found between all items of academic ability and the overall physical fitness assessments for elementary and middle school students. Significant χ2 values were also found for all academic ability items in total number of correct answers by physical fitness evaluations. Residual analysis indicated that the rate of low correct answers was significantly lower, and the rate of high correct answers was significantly higher in children with higher levels of physical fitness. In other words, important evidence has emerged showing that children who have increased physical fitness owing to outdoor play and sports tend to have higher levels of academic ability. CONCLUSIONS: Elementary school students tended to have higher academic ability as their overall physical strength was higher. This tendency appears as a remarkable difference in applied academic ability. On the other hand, in middle school students, the academic ability levels of groups A, B, and C were similar. However, the level of academic ability in groups D and E was remarkably low, and it seems that students in the low physical fitness group lacked a positive approach to study.

Teaching Reading Comprehension Using STAD to the Students in Grade Eight at SMPN 3 Cipeucang

Cooperative learning is a group of learning activity which conveys skills of collaborating, cooperating, sharing and socializing in which students of all levels of academic ability working together in structured groups rather than as individuals in order to achieve the goals that could not be achieved individually. STAD is a cooperative learning strategy in which in one group consists of four to five learners with different levels of academic ability working together to arrive at the objective of the learning. This study aims to analyze the implementation of STAD in teaching reading comprehension narrative text to the students in grade eight at SMP Negeri 3 Cipeucang. This study employs Classroom Action Research. The data is obtained from the teaching-learning process, the result of the students’ task scores, observation, and field notes. The results of this study show that STAD is applicable and practical to be applied in teaching reading comprehension. The implementation of STAD in teaching reading comprehension significantly improves students’ reading comprehension. This classroom action research has met the criteria of success in which in the first meeting, 80.6% students’ reading comprehension task scores are equal to or above the minimum passing grade (KKM) 70, and in the second meeting, 87% students’ reading comprehension task scores are equal to or above the minimum passing grade. In fact, STAD is good not only for the students, but also for the teacher. STAD offers the teacher a better peer teaching and to be more concerned on the teaching and learning process. STAD offers more fun to the learning process and creates good interaction between the students in learning the lesson material. In addition, the students are highly motivated and interested to the learning.

Biology module based on ESQ effective to improve students’ evolution knowledge for high and medium academic ability level

Emotional and spiritual quotient (ESQ) reported as one factor that influence students’ achievement in learning. Therefore, integrating ESQ into particular topics of evolution learning material was one of our research focuses before. A biology module based on ESQ has been produced about evolution topic for grade XII students. This experimental study conducted to examine whether the module is effective or not to improve students’ knowledge about evolution. As sample, 190 grade XII students were taken with purposive sampling from three chosen schools in Padang, West Sumatera. Post-test only design using objective paper test applied with two variables; biology module as dependent and evolution knowledge as the independent. It analyzed statistically by using ANOVA and Mann Whitney test with p-value 0.05. There was a significant influence of students’ evolution knowledge in high and medium school at a significance level of 0.000 with F value 387.475 for SMAN 4 Padang and F value 63.727 for SMA Pertiwi 1 Padang. Meanwhile, for the lower school it influences did not significant based on Mann Whitney test asymptote Sig (2-tailed) 0.499. In conclusion, biology module based on ESQ about evolution topic is effective to use by students from high and medium ability.

The improvement students’ reproductive health knowledge using BASR BPP KRR learning material

Based on studies reported the higher cases and improper sexual behaviour emerged due to the lower of health reproductive knowledge among teenagers and our representative survey that described a need for improving students health sexual knowledge in Kota Padang, we integrated promotion and prevention knowledge into learning material for students of senior high school (SMA). Furthermore, an experimental study has been conducted to measure the influence of learning material, called BASR BPP KRR toward adolescence’ health reproductive knowledge. Population consists of SMA students in Kota Padang. By using purposive sampling, around 179 SMA students are involved as the sample which represent three different categories of school academic ability level. Experimentation applies pre-test – post-test group only design, consist of two variable, learning material (independent variable) and reproductive health knowledge (dependent variable) which measured using multiple choice test. Then, the learning result (gain) analysed statistically by using t-test. The result showed the highest knowledge improvement on average were 28.7 by students’ of higher category school, 17.7 by middle category school, and 1.04by lower category school. The result shows BASR BPP KRR learning material significantly contributes to the improvement of higher academic level students. The increasing gain score also found toward middle academic level students, yet it is not statistically significant. Toward students’ of a lower academic level, BASR BPP KRR learning material does not increase the knowledge.

An Analysis of Students’ Creative Thinking Skill in Creating Open-Ended Mathematics Problems Through Semi-Structured Problem Posing

This study aims to analyze how students of Mathematic Education study program in one of tertiary education providers in Salatiga Regency, Indonesia, creates open-ended problems via semi- structured problem posing. A qualitative descriptive method was employed to study a population of research subjects that had been selected through a stratified random sampling based on their academic ability level. As many as 30 students were categorized into Upper Level Academic ability (AA), Average Level Academic Skill (AS), and Lower Level Academic Skill (AB). Three students from each category: AA, AS, AB, were randomly selected as the research subjects. Their creative thinking skills were measured by the number of problems, strategies, and variations of open-ended problems and its solutions that had been created by students as representations of creative thinking aspects: fluency, flexibility, originality and elaboration. Results show that AB students had under developed creative thinking skills, while AS students began to develop their creative thinking skills, and AA students demonstrated their developed creative thinking skills.

PENGARUH PERSEPSI SISWA TENTANG BRAND IMAGE KAMPUS, KONDISI SOSIAL EKONOMI ORANG TUA DAN TINGKAT KEMAMPUAN AKADEMIK SISWA TERHADAP MINAT MELANJUTKAN KE PERGURUAN TINGGI

The purpose of the research is to reveal the influence of students' perception about the campus brand image, the socioeconomic condition of the parents and the level of academic ability on the interest of continuing to university. The research used quantitative approach with explanatory research type. The population numbered 273 students in MAN Gondanglegi. The sample of 83 students is determined using proportional random sampling. Data collection techniques used questionnaires and documentation. Based on the results of the analysis can be drawn some conclusions include: there is the influence of brand image on the interest of continuing to college, there is influence of socio-economic conditions of parents on the interest of continuing to college, there is influence of students' academic ability on the interest to continue to college, simultaneous brand image of campus, condition of socio-economic of parents and level of academic ability to interest to continue to university and value of R2 equal to 0,955 which means brand image of campus, condition of socio-economic of parents and level of academic ability influence 95,5% to interest to continue to college grade XII in MAN Gondanglegi.

ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability

Purpose : This research was conducted to investigate the potential of the ERCoRe learning model in empowering the retention of students’ of different academic ability. Research Methods: This was a quasi-experimental research using pre-test and post-test non-equivalent control group design of 2x2. There were two independent variables. The first variable was the learning model consisting of the ERCoRe model and conventional learning, and the second variable was academic ability, consisting of upper and lower levels of academic ability. The dependent variable was the students’ retention. The samples for this research were the students of class X in Pangkep District, Indonesia. The data from this research were analysed by using ANCOVA, followed by Least Significant Different (LSD). Findings : The ERCoRe learning model was shown to have more potential for improving the students’ retention than conventional learning (11.58%). The interaction between the ERCoRe learning model and academic ability did not have an effect on students’ retention, but it was seen from the combination groups that the retention of the higher academic ability students who experienced ERCoRe learning was higher (significantly different) than that of the other combination groups. Implications for Research and Practice: Teachers need to implement the ERCoRe learning model because this learning model can improve the level of students’ retention.

Survey of Academic Ability and Organizational Experience of Alumni Relationship Waiting Physical Education Graduate

The purpose of this study is to find out how the academic ability and experience of organizing alumni in relation to the waiting period graduated Physical Education (PE)Â Universitas Negeri Semarang.Survey research with quantitative and qualitative approach has research variable of academic ability, organizational experience, and waiting period of graduates, using as many as 41 samples of graduate of PEÂ last 5 years. Employment status is dominated by school teachers and lecturers in universities of 68.29%. The last level of education is 75.61% with S1 degree of PE and 24.39% with S2 degree. As an undergraduate student actively participate in student activities most of the Ext Sports by 75%. Student activities that followed have a very supportive benefit in the current work of 56.10%. In addition to active student activities there are also 26.68% of students who are active activities outside the campus community organizations. Graduation period of less than 6 months is 75.61%. As many as 58.54% of alumni still survive in the first job. The first place to work in private institutions is 51.22% mainly as teachers. Engaged entrepreneurs at 21.95%. Compliance in the field of work with Pei is 70.73 very appropriate. 65.85% of PE graduates receive salary when they first start working, less than Rp 1,900,000 per month.The conclusion in this research is that the waiting period is less than 6 months in getting a job, strongly supported by the level of academic ability of graduates who have the above criteria both, and experience of organizing a broad graduate.

Implementation Of Kumon Learning Method To Student Learning Independence

Mathematics is an exact science or science of certain knowledge about the logic of the form, order, scale, and concepts that are related to each other. In mathematics teaching, the understanding of the concepts of the essential very important. The understanding of the concepts of the essential that both will make the students put the concepts of the concept in the long-term memory system and can use them to think on a higher level thinking such as problem-solving and creative thinking. The understanding of the concepts of the essential that will aid them in reaching the specified minimum value in formal education. But in fact, many students who are still far from the ideal condition. The understanding of essential concepts in mathematics for material operation count is still low. In addition the number of students who successfully reach and exceed the minimum value formal education less than 70%. This is what causes the number of teachers must perform a remedial learning classical. Not yet on the actual condition, many students who are not able to follow the lessons but can still up the class seems to get "values" mercy from the teachers. If things like this continue to happen, then their understanding will not be formed as a whole to be able to continue teaching on the next material that the fact of the matter is the lesson materials that more complex. The Kumon Method is a unique educational method, which does not generalize the ability of each student. Based on individual guidance and learning at the right level, Kumon wants to develop each child's ability and maximize its potential. Kumon appreciates the value of independent learning. Thus, individual guidance is one of the basic features of the Kumon Method. The key to an individual guidance is learning at the right level when students can advance independently without being specifically taught. With the Kumon Method, students learn independently from an early age and develop both a high level of academic ability and the ability to learn independently or in Kumon better known as the "ability to learn independently". Individual guidance Kumon method allows each student to learn at levels that best suit their academic ability, regardless of age or level of schooling, and to advance beyond the current school levels.

Description Metacognition Skills in Academic Ability inHigh and Low Academic College Biology Education

Metacognition is a high-level thinking skill of thinking as to which should be thinking in order to develop a strategy to solve the problem. In the end, a college has different learning styles, causing differences in metacognition skills in each college, including solving a problem in learning. The purpose of this study is to describe differences in metacognition skills in the 6th-semester college at different academic abilities. Type of. Research that used in this research is descriptive qualitative. Subject’s research is students of Biology Education in 6th semesters. This study uses inventory with Metacognitive Awareness Inventory (MAI), which was adapted from Schraw, G &amp; Dennison, R.S. Results of research showed a variation on metacognition skills in the 6th-semester college of biology education at different levels of academic ability