Middle School Level Research Articles

중등학교 발명교육에서의 인공지능기술 활용 방안

This study was conducted to identify and categorize artificial intelligence technologies that can be used in the process of solving invention problems so that artificial intelligence convergence invention education can be conducted at the middle and high school levels. After reviewing previous studies to achieve the purpose of the study, artificial intelligence technologies that can be used in invention education were extracted and categorized through FGI; the model was completed through expert review. As a result of the study, first, artificial intelligence technologies that can be used in invention education can be classified into “invention and ethics”, “invention and fusion”, and “invention and generative AI”. Second, the method of utilizing artificial intelligence technology in invention education comprised six elements of “invention and ethics”, five elements of “invention and fusion”, and nine elements of “invention and generative AI”. The results of this study are expected to make it easy for
 instructors to use artificial intelligence technology to design and operate invention education programs and the provide basic data necessary to conduct research related to artificial intelligence convergence invention education.

Inter-Students: Students’ Opinions and Ethical Perceptions on Environment and Sustainability

This research has been examined in terms of determining the views and ethical perceptions of students studying at middle school, high school and university levels towards the environment and sustainability. The research was carried out with a total of 150 students, 50 students from each education level. The interview form for the environment and sustainability developed by the researcher was used as a data collection tool in the research. As a result of the research, it was determined that the students' environmental awareness and ethical perceptions were high, but they had insufficient knowledge within the scope of sustainability. It is thought that the research data will be an example for future studies on the interdisciplinary environment or sustainability concepts.

Kajian Meta-Analisis: Efektivitas Penggunaan Bahan Ajar terhadap Keterampilan Berpikir Kritis Berdasarkan Jenjang Pendidikan

Meta-analysis is a statistical method for combining quantitative results from several studies to produce an overall summary or empirical knowledge on a particular topic. This research aims to analyze the effectiveness of the use of teaching materials on students' critical thinking skills based on educational level. Research results that can be used in meta-analysis have certain characteristics/criteria. The analysis used is quantitative descriptive statistical analysis with the help of the OpenMEE application. Data analysis by calculating the Effect Size (ES) value from the mean value, Standard Deviation (SD), and number of samples (N) from each article analyzed. The overall average effect size is 3.801 in the high category (ES ≥ 0.8), and the P-Value value is <0.001, which means that the use of teaching materials provides significant effectiveness in critical thinking skills because the P-Value value is higher. smaller than 0.05. Meanwhile, the results of the heterogeneity test show that the Tauˆ2 value is 4.091, and the Het P-Value value is <0.001, which means it is significant. So it can be said that the Q statistic from the 17 studies has a variety of variances with diversity that is classified as very high with an Iˆ2 value reaching 97.1%, so there is potential for moderator variable analysis to be carried out. Furthermore, the effect size value based on level of education obtained an average effect size at the high school education level of 9.196, higher than other levels of education, which means that the use of teaching materials is more effective when used at the high school level compared to elementary, middle school and other educational levels. University, with P-Value < 0.001, which means that the use of teaching materials in high school provides significant effectiveness.

Development of Special Service Programs for Middle School Level In Bengkalis District, Bengkalis Regency, Riau

Manajemen layanan khusus pada suatu sekolah merupakan bagian penting dalam Manajemen Berbasis Sekolah (MBS) yang efektif dan efisien. Sekolah ialah salah satu wahana yang bisa digunakan untuk menaikkan kualitas dari penduduk bangsa Indonesia. Sekolah tak hanya mempunyai tanggung jawab serta tugas buat mlaksanakan proses pembelajaran dalam mengembangkan ilmu penegetahuan serta teknologi saja, melainkan harus menjaga serta meningkatkan kesehatan baik jasmani maupun rohani siswa. Hal ini sesuai dengan UU No. 19 Tahun 2005 perihal standar Nasional Pendidikan Bab II Pasal 4 yang memuat tentang adanya tujuan pendidikan nasional. untuk memenuhi tugas serta tanggung jawab tersebut maka sekolah memerlukan suatu manajemen layanan khusus yang dapat mengatur segala kebutuhan peserta didiknya sehingga tujuan pendidikan tersebut dapat tercapai. Manajemen layanan khusus di sekolah pada dasarnya ditetapkan serta di organisasikan untuk mempermudah atau memperlancar pembelajaran, dan dapat memenuhi kebutuhan khusus siswa di sekolah. Pelayanan khusus diselenggarakan di sekolah dengan maksud untuk memperlancar aplikasi pedagogi dalam rangka pencapaian tujuan pendidikan di sekolah. Pendidikan di sekolah diantaranya juga berusaha agar siswa senanatiasa berada dalam keadaan baik, Baik disini menyangkut aspek jasmani juga rohaninya. dari uraian tersebut dapat disimpulkan bahwa manajemen layanan spesifik merupakan suatu proses aktivitas menyampaikan pelayanan kebutuhan pada siswa untuk menunjang aktivitas pembelajaran supaya tujuan pendidikan mampu tercapai secara efektif serta efisien. Kata kunci: Layanan Khusus, Sekolah Menengah Pertama

Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

Language Assessment Literacy (LAL) is recognized as a crucial literacy skill that English language teachers should continually enhance. More research is needed to investigate the levels of LAL and Language Assessment Knowledge (LAK) of language teachers in a variety of different contexts. Notably, there is a scarcity of studies within the K-12 contexts in the existing literature. In response to this gap, the present study delves into the LAL levels of in-service English teachers within the K-12 educational context in Türkiye. The data were collected with the Language Assessment Knowledge Scale (LAKS) from 202 in-service English teachers working at primary, middle, and high school levels. The results of the analyses revealed that the teachers’ LAK in general was notably high. The teachers’ knowledge level in assessing reading and speaking was significantly high while they had significantly lower levels of knowledge in assessing writing and listening. Regarding the effect of the demographic factors on LAK, no significant difference was found. Based on the results, pedagogical implications are made for the teachers and policy makers.

SOSIALISASI HEALTH PROMOTING SCHOOL PADA SEKOLAH TINGKAT PAUD, SD, SMP DAN SMA DI WILAYAH KERJA PUSKESMAS KASANG PUDAK KABUPATEN MUARO JAMBI

Health problems in school settings are quite complex. If these health problems are not addressed, it will have an impact on the health of students and school residents. One of the efforts that can be made to overcome and prevent these problems is by implementing healthy schools. The purpose of this service is to socialize Health Promoting School at preschool, elementary, middle and high school level in the Kasang Pundak Health Center Working Area, Muaro Jambi Regency. The intervention carried out in this service is in the form of socialization or education related to healthy campuses. The targets in this service are 34 school principals in the public health service of Kasang Pundak working area. The results of the analysis show that the average difference in knowledge before and after socialization regarding health promoting school values with a Z-table value of -1.645 with alpha 0.05. In addition, support was obtained by all schools and several stakeholders in realizing healthy schools through the signing of a joint commitment. The need for continuous assistance and monitoring by health center personnel in realizing healthy schools.

Effectiveness of Implementing Guided Inquiry to Improve Students' Critical Thinking Skills

Guided inquiry is known as a learning approach that can stimulate students' critical thinking skills. In the initial phase, this research undertook a comprehensive literature review, accessing the latest scholarly publication through diverse channels, including but not limited to Google Scholar, SINTA-registered journals, and official websites of national universites. The main objective of this research is to evaluate the effectiveness of implementing guided inquiry in improving students' critical thinking skills at elementary, middle school, high school and student levels. This research uses a guided inquiry-based learning method as the main approach. A literature study was carried out to obtain secondary data from journals that discuss the application of guided inquiry. Thoughtfully curated sources encompassing reputable journals published between 2017 and 2023 were meticulously chosen for inclusion. The results of the analysis of 27 journals show that the application of guided inquiry is significantly more effective in improving students' critical thinking skills compared to non-inquiry approaches. Substantive distinctions in critical thinking aptitudes emerge between students exposed to the guided inquiry model and those who are not.

Development of self-regulation scale for middle school students: Validity and reliability study

This study was conducted to develop a valid and reliable measurement tool that can identify middle school students’ self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely “forethought” and “volitional control and self-reflection.” In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

Investigating science learning assessment standards on Indonesian 2013 curriculum

<span lang="EN-US">Learning assessment is an activity that aims to collect and process information to measure the achievement of students’ learning process. The results of this assessment are then used as a basis for evaluating the learning process to improve learning in the future. The assessment process in the 2013 curriculum was carried out thoroughly on three aspects, namely attitudes, knowledge, and skills, which in its implementation still encountered several obstacles. This study aims to conduct a thorough investigation of 3 aspects of the science learning assessment standards in the implementation of the 2013 curriculum. This type of research is a mixed method with a convergent parallel design. The survey method was carried out by providing questionnaires to 65 science and biology teachers at the elementary, middle, and high school levels through a google form. The exploratory study was conducted with interview techniques through a purposive sampling of nine teachers representing each level of education. Based on the results of the survey, it was found that teachers need special attention to be able to train and improve disciplinary attitudes, and critical thinking skills of students at every stage at school levels. The results of a thorough investigation into the assessment standards in science learning show that there are several indicators need special attention from teachers to be trained more intensely and improved, those are critical thinking, metacognitive and student self regulatory/indepence. The assessment obstacle faced by teachers is mainly the adjustment of time in the assessment process with basic competencies which must be completed.</span>

“You can’t just make gay people disappear”: Young adolescent LGBTQIA+s’ advice for middle level educators

Young adolescents who are LGBTQIA+ often encounter hostile experiences while in middle level schools. Researchers conducted semi-structured interviews with 11 young adolescents who are LGBTQIA+ at two middle schools to determine their experiences. Students report the ages at which they realized their gender and sexual identities: Five reveal recognizing their identities before they entered sixth grade. Respondents provide examples of how they are often mistreated and disrespected by fellow students and teachers. Students offer advice to middle level educators for how to protect and support them as they interact with teachers and fellow students. Differences between gender identity and sexual orientation are provided to assist educators in understanding the distinction and its significance. Current sexual and gender identity vocabularies are provided, as is a rationale to avoid labeling anyone who is LGBTQIA+ as “diverse” or with the phrase, “identifies as.” Three types of victimization of adolescents who are LGBTQIA+ that often occur at school are identified: staff-sanctioned victimization, direct victimization, and indirect victimization. The effects of victimization are described as are suggestions for circumventing these behaviors. We offer strategies to help educators identify and address heteronormative beliefs and resultant negative policies. Suggestions are provided for how to create safe and equitable environments in middle level schools for students who are LGBTQIA+.

개인중심접근 기반 개별화교육계획 수립을 위한 2022 개정 특수교육 기본교육과정 성취기준 분석

Objectives This study is a study that analyzes the achievement standards of all subjects of the 2022 revised spe-cial education curriculum based on the curriculum area of the COACH program to establish an individualized edu-cation plan through an person-centered approach.
 Methods To this end, keyword analysis was conducted based on the curriculum area of the COACH program, and the analysis subjects were selected from all grades from elementary to high school, including integrated curricu-lum (right life, wise life, fun life), Korean, math, science, practical course, career and job, physical, music, art, and information and communication, health.
 Results As a result of the analysis, first, when looking at the analysis results of each curriculum area of the COACH program, it was analyzed that academic preparation skills had the most achievement standards and jobs had the least achievement standards. Second, looking at the results of the analysis by school level, all elementary, middle, and high school levels included the highest achievement standards for academic preparation skills. On the other hand, elementary and middle school levels had the least job-related achievement standards, and high school lev-els had the least community-related achievement standards. Third, according to the results of the analysis of subjects by curriculum area, the communication area was the highest, and the social area was analyzed as society, personal management as science, leisure as science, academic preparation skills as science, functional learning skills as math, community as well as career.
 Conclusions Based on the results of this study, the implications for establishing an individualized education plan based on an person-centered approach and follow-up research are as follows. First, in order to design an in-dividualized education plan based on an person-centered approach, special teachers' high curriculum literacy and curriculum reconstruction capabilities are required. Second, in order to design an individualized education plan based on an person-centered approach, it is necessary to establish an individualized education plan so that the learned content can be linked to real life.

Non-weird (psycho)linguistic endeavors: theoretical and metacognitive research with the Karajá of central Brazil

Cognitive psychology and psycholinguistics have historically been dominated by research conducted within Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies, resulting in a disproportionate representation of this demographic in scholarly investigations. In this article, we report basic and applied research investigating order of constituents and morphological representation and processing conducted with speakers of Karajá, a non-european language of Central Brazil. The basic research findings contribute novel insights about the Karajá language, challenging certain purported language universals while corroborating others, thereby enriching the broader understanding of human cognition. The applied research explores methodological avenues to foreground indigenous voices and perspectives into the investigation process, acknowledging the potential drawbacks of employing WEIRD analytical categories when exploring non-WEIRD languages. We invite speakers of the language to the center of the discussion in metacognitive activities in which speakers use their insights to formulate hypotheses and create a theory for the grammar of the language. In line with the discussions in Maia (2022) in which eye tracking data was used at the Middle school and University levels, in these Karajá sessions, we also used qualitative eye tracking data as an aid to help Karajá language teachers to “go meta”, as put by Mahdavi (2014). We conclude by stressing that if we are to take seriously the importance of non-WEIRD science to the WEIRD world, there ought to be an increasing recentering of “participants” to more protagonist roles in research.

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.

Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools (R² ranged from .18 to .23) and quit the profession during COVID-19 (R² ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools (R² ranged from .15 to .18) and quit the profession (R² ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Intensitas Puasa Senin Kamis terhadap Kematangan Emosi Remaja Putri

During adolescence, a person will generally experience changes both socially, psychologically and hormonally. These changes can influence behavior that is difficult to understand and this period is often referred to as a period full of difficulties. Efforts to train emotional maturity in teenagers can be done by fasting, one of which is the sunnah fast on Mondays and Thursdays. Therefore, this article aims to determine the effect of the intensity of Monday and Thursday fasting on the emotional maturity of young women at LKSA Taman Harapan Muhammadiyah, Bandung City. The research method used is a combined type of research between qualitative and quantitative. The population in this study as a whole used as a sample for this research was orphaned and underprivileged teenage girls at middle and high school levels, totaling 35 foster teenage girls. The primary data source in this research is the young women of LKSA Taman Harapan Muhammadiyah Bandung City from grades 1-3 of middle school and high school. Secondary data sources for this research are books, journals, previous theses, official documentation and institutional administrative data. The aim of this research was to determine the intensity of Monday and Thursday fasting on the emotional maturity of young women at LKSA Taman Harapan Muhammadiyah, Bandung City. The results obtained state that there are changes in emotional maturity including self-understanding in adolescents, but not overall changes can be experienced because there are still some of the respondents who are still not consistent in fasting on Mondays and Thursdays.

Systematic Literature Review: Cooperative Learning Model On Students' Mathematical Representation Abilities At Middle School Level

The aim of this research is to determine research trends and describe relevant research results regarding cooperative learning models on the mathematical representation abilities of students at the junior high school/MTs level. The method used in this research is literature study or generally known as Systematic Literature Review (SLR) to answer the problem formulation in the research. This research consists of five stages, namely formulation of research questions (Research Question), literature search (Search Process), determination of inclusion criteria (Inclusion Criteria), assessment of literature sources (Quality Assessment), and data analysis (Data Analysis). The study literature search process was carried out by accessing Google Scholar, Publish or Perish, and Garuda. Data was obtained related to keywords and based on the inclusion criteria, namely 22 articles that met the criteria. The research results from reviewing the 22 articles show that the cooperative learning models most widely used to improve representation abilities are cooperative learning models with the STAD and TPS types. The most published articles regarding cooperative learning models on representational abilities were in 2019. The description of research results related to cooperative learning models on representational abilities is that they are able to improve the mathematical representational abilities of students at the SMP/MTs level and equivalent. The cooperative learning model can be combined with appropriate media, strategies and approaches so that it can improve students' mathematical representation abilities.

Students’ perceived benefits of chess: Differences across age and gender

The purpose of this study was to determine differences in students’ perceived benefits of chess by gender and age after being exposed to chess during instruction for an entire academic year as part of a Chess in Schools initiative in a southeastern state of the United States. Data were collected during the 2017–201 8 academic year. The sample consisted of 1,286 students across elementary, middle, and high school levels. Data were collected using a retrospective pretest survey. Seven constructs of the students’ perceptions were generated (increased enjoyment of mathematics, improvement in academic self-efficacy, improvement in collaborative skills, improvement in organizational skills, enjoyment of chess, confidence in chess playing ability, and increased engagement in learning), and all had high reliability coefficients. Data were analyzed using a two-way multivariate analysis of variance. The results showed that elementary students consistently tended to have higher ratings of perceived benefits than middle and high school students across all constructs. The differences between middle and high school students were low and not statistically significant.

표본 결과의 범위에 대한 중학생의 추론

Reasoning about ranges of sample results in empirical sampling distributions at the middle school level can provide learning experiences regarding statistical concepts such as sampling variability and uncertainty. Simultaneously, it can also help lay the foundation for statistical learning in higher grades. Extending prior studies on middle school students’ reasoning about ranges of sample results, this study categorized the levels of reasoning about ranges of sample results by 9th-grade students during repeated random sampling activities in a technology environment, and analyzed changes in the levels of reasoning according to the activities. The analysis revealed that the types of reasoning by students were categorized as intuitive reasoning, additive reasoning, process-level proportional reasoning, and object-level proportional reasoning. The majority of students improved their levels of reasoning in the order of intuitive, additive, process-level proportional, and object-level proportional reasoning through activities in the teaching experiment. However, a minority of students did not reach the object-level proportional reasoning level. Based on the analysis results, we discussed the characteristics of each reasoning type with their roles in statistics learning, the characteristics of student thinking that led to changes in reasoning levels, and the learning trajectories about ranges of sample results.

Discipline of Middle and High School Level Children during Evening Study Hours

Education is an effort to prepare the necessary human resources that can be realized, and cannot be separated from human life, because it is absolute both in the life of individuals, families, communities and in the life of the nation and state. Education is a process of humanizing humans from the time they happened until the end of their lives through various knowledge which is conveyed in the form of teaching in stages, where the teaching process becomes the responsibility of parents and society towards approaching oneself to God so as to become a perfect human being. The purpose of this study was to find out: 1. To find out the Discipline attitude of Middle and High School Level Children at Night Study Hours in Walnewen Hamlet, Waspait Village, Fena Leisela District, Buru Regency. 2. To find out how Children Discipline During Night Study Hours in Walnewen Hamlet, Waspait Village, District Fena Leisela, Buru Regency. 3. To find out the driving and inhibiting factors that are experienced in the Discipline of Middle and High School Level Children during Night Study Hours in Walnewen Hamlet. Type of research. This study uses a qualitative descriptive method, namely to reveal the Discipline of Middle and High School Level Children at Night Study Hours in Walnewen Hamlet, Waspait Village, Fena Leisela District, Buru Regency and the approach used in this research is a qualitative approach to find out or describe the reality of the problems researched. The data analysis technique used in this study is to use the steps as stated, namely as data collection is an integral part of data analysis activities. Data collection activities in this study were conducted using interviews and documentation studies. Research Results Based on observational data, interviews and documentation carried out in this study were to collect information related to the Discipline of Middle and High School Level Children in Evening Study Hours. Walnewen Hamlet, Waspait Village, Fena Leisela District, Buru Regency, will discuss the findings of the following researchers.

Özel Yetenekli Öğrencilerin Okul Ortamında Karşılaştıkları Sorunlar ve Çözüm Önerileri

This study aims to identify the difficulties experienced by gifted students in the school environment and gather their proposed solutions, with the ultimate goal of understanding their perspectives on an ideal educational model. In pursuit of this objective, the study sought the perspectives of gifted students on their school environment, teachers, and peers, with a focus on the problems they encounter and their coping strategies. Participants in this study were selected using a simple random sampling method and consisted of 13 female and 13 male students attending primary and middle school levels. Data were obtained through one-on-one interviews with gifted students using semi-structured interview forms and analyzed using the descriptive content analysis method. Participants in the study expressed that they face challenges in educational settings, attributing these issues to problems related to their peer group, teachers, and the school environment. They also mentioned that they attempt to cope with these problems either by seeking support from their peers, families, and teachers or by developing individual solutions. In their ideal school experience, participants expressed the desire for the inclusion of talent-specific classes, the establishment of an equitable, social, and democratic environment, and the absence of homework and exams. In the context of the findings obtained, it is recommended that extra classes, activities, and support services tailored to the talents and interests of gifted students should be provided. Additionally, seminars and in-service training should be offered to teachers. Moreover, it is suggested that parents of gifted students and educational stakeholders receive education on giftedness, the challenges they face, and possible coping strategies. Furthermore, peer groups should have their awareness increased regarding individual differences and peer relationships through supportive content and guidance practices.

Relationship between organizational culture and school performance. A study in elementary, middle and high school institutions

Purpose: This study aims to analyze the impact of organizational culture, cultural types, and cultural strength on school effectiveness, as the literature has demonstrated that social processes within schools influence academic outcomes. Prior research highlights the significance of culture in school effectiveness. However, this topic has not been extensively explored, necessitating a closer examination of various organizational cultures and the strength of these cultures. Method: These relationships were investigated using the population of schools in the Colombian coffee region. A total of 698 instructors, along with school boards from 25 educational institutions at the primary, middle, and high school levels, were involved. A regression analysis was conducted to test the hypotheses. Results: The findings suggest that organizational culture and cultural strength have a significant influence on school effectiveness, with the levels of cultural strength corresponding to the levels of school effectiveness. However, no evidence was found of differences in impact based on cultural typology. Clan and hierarchical cultures, which have an internal orientation and are the most prevalent in Colombian organizations, exhibited a greater number of positive and significant relationships. Conclusions: School boards should familiarize themselves with the norms, values, and customs prevalent in educational institutions, particularly those that align most closely with their objectives. This can lead to improvements in school effectiveness and, consequently, educational quality.