Learned Response Research Articles

TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT

The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS ETNOMATEMATIKA PADA KERATON YOGYAKARTA

This type of research is research development with model development of 4-D modification of Thiagarajan, which includes three phases, definition, design and development. This research was conducted in class VIII SMP Taman Dewasa Ibu Pawiyatan Yogyakarta with class VIIIA as experimental class and class VIIIB as control class. Data analysis techniques to assess the validity of the media with content and construct validation performed by 3 experts. The practicality of the media is assessed using a student response questionnaire and an observation sheet on the learning implementation. The effectiveness of learning is assessed by media testing in the experimental class by analyzing the learning outcomes using one sample t-test and the proportion for the learning test result, with the independent t-test to compare the learning outcomes in the experimental and control classes. The validation results on the learning media state that the media is valid by expert with an average of 4.53. From the test results obtained (1) practicality: from the observation of the implementation of learning categorized very well, with an average of 4.14. The response of learners > 75% responded well. (2) Effectiveness: from the analysis of trial results, the achievement of the completeness of problem solving ability in classical manner with the mean value > 75 exceeds 75%, and the result of t-test shows the average ability in the experimental class is greater than the control class average. So that obtained mathematical learning media based on ethnomatematics that valid, practical and effective.Keywords : Ethnomatematics, Keraton Yogyakarta, Learning Media

The Effects of Different Levels of Performance Feedback onTOEFL iBT®Reading Practice Test Performance

The purpose of the present study is to examine whether performance on the TOEFL iBT® Reading practice test is affected by 3 different levels of feedback provided to learners upon completion of reading exercises: (a) correctness of learner response (the knowledge of correct results [KCR] feedback), (b) KCR feedback and rationales for correct/incorrect answers, and (c) KCR feedback and the rationales along with on-demand video lectures. Japanese learners of English completed 18 reading exercises and reviewed the results by using the type of feedback provided to the group to which each learner had been assigned. They also completed 2 TOEFL iBT Reading test forms: 1 as a pretest and 1 as a posttest. A multilevel modeling analysis of data from 193 participants who completed the study showed that despite a gain of over 3 scaled score points on the TOEFL iBT Reading test from the pretest to the posttest, the level of feedback was not found to affect the test score. A learner background variable, previous knowledge about the TOEFL iBT test, was identified as a predictor positively related to the test score. Moreover, a series of ANOVAs conducted on learner survey data suggested that the level of feedback affected the degree to which study participants perceived the usefulness of the study materials in understanding different item types that appear on the TOEFL iBT Reading section and in developing strategies for understanding the gist of the text within a short time.

Pengembangan Media Pembelajaran Fisika Dengan Macromedia Flash Untuk Melatihkan Penerapan Konsep Siswa SMP

This study is base on the low of media’s aplicability. But actually in the case is medias’ aplicability can help teacher to drill the students’ aplication concept. The purpose of this study is to produce physich learning’s media that suitable to use in drilling students’ aplication concept. The specific purfose of this study are (1) to describe the validity of physich learning’s media, (2) to discribe the practically of physich learning’s media based on lesson plan implementation during physics learning process, (3) to describe effectiveness of physich learning’s media based on students’ result test. This research and development used ASSURE (Analyze learner, state objectives, slect modify or design materials, utilize materials,require learner response and evaluate) design. The product result from this study is physich learning’s media with macromedia flash about optics. The study shows that: (1) The validity of learning media is categorized as good validity with a little correction, (2) the practically of learning media based on lesson plan implementation during physics learning process is categorized as practical, and (3) efectiveness of learning media based on students’ result test is categorized as effective. The conclusion of this research and development is physich learning’s media with macromedia flash is suitable to use in drilling the students’ aplication concept.

It's worth the wait: optimizing questioning methods for effective intraoperative teaching.

The use of questioning to engage learners is critical to furthering resident education intraoperatively. Previous studies have demonstrated that higher level questioning and optimal wait times (>3 s) result in learner responses reflective of higher cognition and retention. Given the importance of intraoperative learning, we investigated question delivery in the operating room. A total of 12 laparoscopic cholecystectomies were observed and recorded. All questions were transcribed and classified using Bloom's Taxonomy, a framework associated with hierarchical levels of learning outcomes. Wait time between question end and response was recorded. Six faculty attendings and seven house officers at our institution were observed. A total of 133 questions were recorded with an average number of questions per case of 11.2. The majority of questions 112 out of 133 (84%) were classified as Bloom's levels 1-3, with only 6% of questions of the highest level. The wait time before the resident answered the question averaged 1.75 s, with attendings interceding after 2.50 s. Question complexity and wait time did not vary based on resident postgraduate year level suggesting limited tailoring of question to learner. Intraoperative questioning is not aligned with higher level thinking. The majority of questions were Bloom's level 3 or below, limiting the complexity of answer formulation. Most responses were given within 2 s, hindering opportunity to pursue higher-order thinking. This suggests including higher level questions and tailoring questions to learner level may improve retention and maximize gains. In addition, with attendings answering 20% of their own questions, increasing their wait time offers another area for teaching development.

Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention

It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politico-historical context in EFL writing classrooms can add a new dimension to understanding learners’ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire’s (1970) notion of ‘conscientization’ and Hirano’s (2009) idea of ‘identity reconstruction’, we would also make an attempt to reconfigure learners’ motivation in post-colonial context.

Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention

It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politicohistorical context in EFL writing classrooms can add a new dimension to understanding learners‘ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire‘s (1970) notion of "conscientization" and Hirano‘s (2009) idea of "identity reconstruction", we would also make an attempt to reconfigure learners‘ motivation in post-colonial context.

New and emerging therapies for relapse/refractory multiple myeloma: Impact of education on practice behaviors.

e18096 Background: Newly approved and emerging agents with novel mechanisms of action present unique challenges to treating patients with relapsed/refractory multiple myeloma (RRMM), including keeping abreast of rapid and ever-aggregating data on their safety, tolerability and efficacy. To address these challenges, an education activity focused on new and emerging therapies for RRMM was developed and learner responses were evaluated to determine the impact of education. Methods: A live-online 1-hour video panel discussion with slides, polling, and live questions was produced in 2016 and made available on-demand at OMedLive.com for 6 months. Survey responses (pre-, post-, 8 weeks post-activity), polling responses, and live questions asked were tracked to measure engagement, lessons learned, and additional education gaps. Results: 51 of 288 learners completed all pre/post/follow-up surveys, 67% of which reported the activity positively impacted patient experience or outcome and 61% reported it positively impacted their clinical practice. These learners reported improvements in their ability to: assess the relative safety and efficacy of emerging agents (50%), differentiate available agents and their relative efficacy (50% with proteasome inhibitors, 39% with monoclonal antibodies), see the potential benefit of HDAC inhibitors (35%), use combination regimens (29%), and adjust treatments for patients who’ve experienced disease progression (29%). As the result of education, 95 of 288 learners reported commitments to change in regards to: medical/practice knowledge (95%), care attitudes (89%), practice behavior (76%), and patient clinical outcomes (81%). Learners also demonstrated improved competence via a case scenario which required identifying the optimal next step for a patient with biochemical progression, and improved knowledge on the characteristics of daratumumab, elotuzumab, and selinexor. Conclusions: New and emerging therapies promise to improve the lives of patients with RRMM, but complicates the already difficult task of managing the disease. Ongoing education on RRMM is recommended and can yield immediate and sustained gains in knowledge, competence, and performance.

The Development of Pop-up Book on the Role of Buffer in the Living Body

The aims of this research were to: (i) develop a pop-up book on the role of buffer in the living body for senior high school, and (ii) describe the response of learners and teachers to the developed pop-up book. The method of research was a Research and Development (R - D) with a model ADDIE (Analysis, Design, Development, Implementation and Evaluation). Phase of analysis was done by interviewed the teacher and distributed questionnaires to the needs analysis to 26 learners of senior high school, named SMAN 3 Banda Aceh. The design phase included the activities of the material formulation, the determination of media design (theme, colors and images) and manufactured of blueprints pop-up book that would be validated. The development phase was done by manufactured of pop-up book as designed and carried out feedback from the expert validators. At the implementation stage, the learning process was conducted using the developed pop-up book to study the response of learners and teachers on the book. In the evaluation phase, the successfulness of development of a pop-up book using ADDIE models was determined. Based on the results of the feasibility assessment of pop-up book, the responses of learners and teachers noted that pop-up book has been successfully developed with the average percentage of 94.047 percent and the feasibility of obtaining the category of very decent. The percentage of response’ learners reached 92 percent and the percentage of chemistry teacher's response was found to be 80 percent. Obtaining this percentage was in excellent condition, so that it could be said that the students and the teacher to respond strongly agreed that the developed pop-up book could be accepted as an alternative medium of learning the material role of buffer solution in the living body.

Using Open-response Tasks to Reveal the Conceptual Understanding of Learners—Learners Teaching the Teacher what they Know about Trigonometry

This article reports on using open-response questions to reveal the level of, and change in, conceptual understanding of a small sample of Grade 11 learners of trigonometry in a South African high school. The investigation used learner response sheets in a regular classroom with the teacher as researcher. Combining the idea of concept image and concept definition with Sfard’s ideas of interiorisation, condensation and reification as the conceptual framework, the research indicated that open-response questions can reveal the conceptual knowledge of learners. The findings suggest that the fullness of learners’ conceptual knowledge is reflected by the degree to which a learner’s articulation of the concept image matches the concept definition. In contrast to the predetermined data derived from multiple choice or short answer questions, open-response questions provide glimpses of learners’ conceptualisation of trigonometric constructs. The power of this pedagogy allows teachers to learn what their learners know.

STUDENT CENTERED LEARNING IN CLASSROOMS: A STRATEGY FOR INCREASING STUDENT MOTIVATION AND ACHIEVEMENT

In facing challenges such as rapid globalization, tremendous impacts of information technology, international transformation towards knowledge-driven economy, strong demands for sustainable societal developments, and international competitions in the new century, numerous educational reforms and changes have been initiated in the different parts of the world. Policy-makers and educators in most countries have to think how to reform their education and prepare next generations for meeting challenges of the future (Cheng, 2003a, b; Hirsch & Weber, 1999; Kogan & Hanney, 2000; Mingle, 2000). Student-centered learning is an approach to learning in which learners choose not only what to study but also how and why. At the heart of the learning environment are learner responsibility and activity, in contrast to the emphasis on instructor control and coverage of academic content found in conventional, didactic teaching. Student-centred learning, as the term suggests, is a method of learning or teaching that puts the learner at the centre (cf. Mac Hemer et al, 2007, p.9; Boyer, 1990). With the application of an SCL approach in higher education, there is necessarily a shift in focus from academic teaching staff to the learner. This approach has many implications for the design and flexibility of curriculum, course content, and interactivity of the learning process. The fact that conventional teaching predominantly places its focus on the design, organization and follow-through of the perspective of the academic teacher has made it difficult to determine what students see as constituting SCL, because often they have never been asked. This paper elaborates why and how Student-centered learning is needed to re-conceptualize the practices of action learning to enhance multiple thinking and creativity in learning.

The Anatomy of Traditional and E‐Learning Education: How the spatial ability of learners can impact learning outcomes

Technological innovation is changing the landscape of higher education, and the competing interests and responsibilities of today's learners have propelled the movement of post‐secondary courses into the online environment. In the anatomical sciences, computer‐aided instruction and online learning tools have become a critical component of teaching the intricacies of the human body when physical classroom space and cadaveric resources are limited. Our previous research (n=70) compared a simple 2‐dimensional e‐learning tool (A.D.A.M. Interactive Anatomy) to a more complex tool that allows for a more 3‐dimensional perspective (Netter's 3D Interactive Anatomy). Despite the differences in how these e‐learning tools present information, student ability to learn anatomical material, and their mental effort while doing so, known as cognitive load, were identical between e‐learning tools. However, when students with low spatial ability studied anatomical content with the more complex tool (Netter's 3D Interactive Anatomy), their performance scores were significantly lower than those students with high spatial ability (p=0.007). These results indicate that e‐learning tool software design can differentially influence students based on their spatial ability, but it remains to be determined if traditional kinesthetic‐tactile learning approaches, such as manipulating a skeleton, are also impacted by a student's spatial ability. Using a novel dual‐task methodology with a cross over design, undergraduate anatomy students from The University of Western Ontario, Canada (n=71) were evaluated as they studied a bony joint using a physical skeleton as well as a simple commercial software program (A.D.A.M. Interactive Anatomy). We hypothesized that the acquisition of anatomical knowledge by students, regardless of their spatial ability, would be superior when learning is associated with a real model, rather than currently available e‐learning tools. Students were assessed using a baseline knowledge test, Stroop observation task response times (a measure of cognitive load), MRT scores (a measure of spatial ability) and an anatomy post‐test (a measure of learning). Results suggested that while students may experience more cognitive load while studying using a physical skeleton (p<0.001), it does not detrimentally impact their performance; in fact student performance was significantly higher when they studied using the skeleton (p<0.001, R=0.46). Furthermore our results also demonstrated that students with low spatial ability are at a significant disadvantage when they learn the bony anatomy of a joint and are tested on images of the contralateral joint (p=0.023, R=0.326). This study highlights a major weakness in the strategy to move traditional anatomical education online, and suggests that students should be taught the anatomy of both sides of the human body, regardless of the reality that human limbs are mirror images of each other. These results can be further applied to the training of future surgeons and medical specialists, where surgical and medical procedures should be taught and practiced on both sides of the human body, to ensure that all students, regardless of spatial ability, can take their anatomical knowledge into the clinic and perform successfully.Support or Funding InformationSocial Science and Humanities Research Council, Government of Canada

The effect of inquiry combined science-technology-society (STS) learning to enhance critical thinking skills on science

One of the important skills to be mastered in the era of globalization is the critical thinking skills. This research is to determine the average increase of critical thinking skills of learners before and after implementing inquiry learning combined STS, and to know learner response about inquiry learning combined STS. This research was a “pre-experimental design” by design “the group pretest posttest design”. Samples were taken from the students of class VII SMPN 3 Peterongan. Data Collection was done by testing: pretest, posttest and questionnaire response of learners. Pretest and posttest data were analyzed by using paired t-test statistic. Questionnaire response of learners data were analyzed by using a percentage formula. The results of paired t test were 0.00 which was less than 0.05. The conclusion was there are differences in the results of critical thinking skills before and after implementation of inquiry-based teaching materials combined STS. Based on the results of the questionnaire response of learners found that learners gave positive response to the inquiry learning process combined STS.

‘Bejazzled’: employing attributes of pre-schoolers’ play to facilitate musical interactions with jazz

ABSTRACTAlthough early childhood caregivers in South African townships integrate singing into their teaching on a daily basis, they are often unaware of how to facilitate other musical interactions through movement, playing instruments or body percussion. The ‘Bejazzled’ action research project was initiated to facilitate these interactions through collaborative teaching between a caregiver and a music educator. The aim of the ‘Bejazzled’ project was to generate a conceptual framework that describes how jazz could successfully be integrated into the educational programme at an informal early childhood development centre by utilizing existing attributes of pre-schoolers’ play (spontaneity, inventiveness, openness and curiosity) to indicate learner responses related to jazz such as spontaneously creating music, discovering new musical experiences, responding to music through movement, and exploring music through play. These learner responses could foster growth in the early years to transcend musical boundaries, strengthen gross motor skills, cultivate listening and language skills, and contribute to social and emotional development.

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

BackgroundEducational experts commonly agree that tailor-made guidance is the most efficient way to foster the learning and developmental process of learners. Diagnostic assessments using cognitive diagnostic models (CDMs) have the potential to provide individual profiles of learners’ strengths and weaknesses on a fine-grained level that can enable educators to assess the current position of learners. However, to obtain this necessary information a strong connection has to be made between cognition (the intended competence), observation (the observed learners’ responses while solving the tasks), and interpretation (the inferences made based on the observed responses of learners’ underlying competencies). To secure this stringent evidence-based reasoning, a principled framework for designing a technology-based diagnostic assessment is required—such as the evidence-centred game design (ECgD).AimWith regard to a diagnostic assessment, three aspects are of particular importance according to the ECgD approach: (I) the selection of a measurable set of competence facets (so-called skills) and their grain-size, (II) the constructed pool of skill-based tasks, and (III) the clear and valid specified task to skill assignments expressed within the so-called Q matrix. The Q matrix represents the a priori assumption for running the statistical CDM-procedure for identifying learners’ individual competence/skill profiles. These three prerequisites are not simply set by researchers’ definition nor by experts’ common sense. Rather, they require their own separate empirical studies. Hence, the focus of this paper is to evaluate the appropriateness and coherence of these three aspects (I: skill, II: tasks, and III: Q matrix). This study is a spin-off project based on the results of the governmental ASCOT research initiative on visualizing apprentices’ work-related competencies for a large-scale assessment—in particular, the intrapreneurship competence of industrial clerks. With the development of a CDM I go beyond the IRT-scaling offering the prerequisites for identifying individuals’ skill profiles as a point of departure for an informative individual feedback and guidance to enhance students’ learning processes.MethodsTherefore, I shall use a triangulated approach to generate three empirically based Q matrix models from different sources (experts and target-group respondents), inquiry methods (expert ratings and think-aloud studies), and methods of analyses (frequency counts and a solver–non-solver comparison). Consequently, the four single Q matrix models (researchers’ Q matrix generated within the task construction process and the three empirically based Q matrix models) were additionally matched by different degrees of overlap for balancing the strengths and weaknesses of each source and method. By matching the patterns of the four single Q matrix models, the appropriateness of the set of intrapreneurship skills (I) and the pool of intrapreneurship tasks (II) were investigated. To identify and validate a reasonable proxy for the task to skill assignments for selecting the best fitting Q matrix model (III), the single as well as the matched Q matrix models where empirically contrasted against N = 919 apprentices’ responses won and scaled up within the ASCOT-project using psychometric procedures of cognitive diagnostic within the DINA (Haertel in J Educ Meas 26:301–323, 1989) model.ResultsThe pattern matching resulted in a set of seven skills and 24 tasks. The appropriateness of these results was emphasized by model fit values of the different Q matrix models. They show acceptable up to good sizes (SRMSR between .053 and .055). The best fitting model is a matched Q matrix of which the match is not that strict or smooth with regard to the degree of overlap.ConclusionsThe study provides a principled design for a technology-based diagnostic assessment. The systematic and extensive validation process offers empirical evidence for (I) the relevance and importance of the specified intrapreneurship skills, (II) tasks prompting the intended skills, and (III) the sophisticated proxy of real cognitive processes (in terms of the Q matrix), but also give hints for revision. This—within a diagnostic assessment—preliminary work aims at identifying the best-fitting Q matrix to enable the next step of depicting learners’ individual strengths and weaknesses on a sound basis.

Demographic differences in learner response to entrepreneurial education programmes in Pakistan

Recent research on the benefits of entrepreneurship education has tended to ignore or “control out” possible demographic differences in outcomes for entrepreneurship graduates. This paper examines demographic differences in the perceived benefits of different components of entrepreneurship education programmes (EEPs), entrepreneurial cognitions and entrepreneurial intentions of EEP graduates. Data were collected by questionnaire from 348 university EEP graduates in Pakistan. All graduates had strong positive attitudes to becoming entrepreneurs and no demographic differences in entrepreneurial intentions were observed. Nonetheless, females in particular, and graduates with no work experience to a lesser extent, exited the EEPs with lower perceived benefits, particularly in terms of inspiration, and slightly weaker perceived control for entrepreneurship, than males and graduates with some experience. No substantial differences were associated with age or entrepreneurial family background. The authors suggest ways in which EEPs can be more inclusive of female students.

Learner Responsibility and Homework Quality in Secondary EFL Blending

The purpose of this research is to scrutinise advantages and disadvantages of blended learning both from the perspective of the learners and the teacher in a secondary EFL class. Throughout the four-week blending process, online and offline content being the same, informants did their homework through Macmillan Online Campus. Based on weekly learner feedback, an interview with the mentor teacher and post-lesson reflections of the teacher-researcher the study concluded by saying that blending results in learner awareness of higher quality homework, however does not necessarily raise learner awareness and learner responsibility. Disadvantages and advantages of MEC were also elaborated on both from the teacher’s and the learners’ perspective.

The Application of Montessori Method in Learning Mathematics: An Experimental Research

The prime objective of this research was to investigate whether the Montessori method of learning helped kindergarten pupils improve their mathematical proficiency, critical thinking and problem-solving skills, besides training them to be responsible learners. Quantitative, qualitative, and observational methods were employed in the investigation. The sample for the study comprised 180 kindergarten pupils from TadikaBestari Al-Hidayah, located in Bandar Seri Damansara, Malaysia. The instruments for collecting data were questionnaires, interviews, and field observations. Results from a pre-test and a post-test showed that pupils who used the Montessori method, i.e. the experimental group, outperformed (72.2% passed) their peers who were not exposed to the Montessori method (39% passed). The findings indicated that the Montessori method indeed helped learners to improve their mathematical proficiency. This research offers guidelines to future researchers on alternative learning methods, especially for very young children. The findings of this empirical research could be prototyped for learning other subjects.

To what extent has the published written CF research aided our understanding of its potential for L2 development?

This article assesses the current status of written CF research. It focuses specifically on the potential of written CF to facilitate L2 development, seeking answers to five of the most frequently asked umbrella questions: (1) Can written CF facilitate L2 development? (2) Are some types of written CF more effective than other types for L2 development? (3) Is written CF more effective for the development of certain linguistic forms and structures than for others? (4) Is focused or unfocused written CF more effective for L2 development? (5) Can individual and contextual factors moderate the effectiveness of written CF for L2 development? The article assesses the extent to which the reported findings reported in this body of research provide valid and consistent answers to these questions and suggests where future written CF research would do well to focus its attention. From the limitations and shortcomings of the available research, new approaches to answering some of the umbrella questions are suggested and recommendations for research that seeks answers to why written CF may or may not be effective for some learners are presented. Finally and most importantly, emphasis is given to the need to recognise the interactional effect of a wide range of individual and contextual factors (especially those that characterize the whole learner and his/her learning environment) on learner response to and use of written CF.

DEVELOPMENT OF MATHEMATIC LEARNING QUALITY THROUGH THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL BY USING STRUCTURED SCAFFOLDING TO GRADE VIII-1 STUDENT AT SMPN 3 MAKASSAR

This research is a classroom action research that aims to improve the quality of learning mathematics through problem based learning model application using scaffolding structured learner VIII-1 SMP Negeri 3 Makassar. What is meant in this case is (i) To improve the quality of mathematics learning process through the implementation of problem based learning models using structured learner scaffolding VIII-1 SMP Negeri 3 Makassar; (Ii) To improve the quality of learning mathematics through problem based learning model application using scaffolding structured learner VIII-1 SMP Negeri 3 Makassar. Data collection techniques used through observation sheets, learning achievement test and questionnaire responses of learners. Provision of actions conducted in two cycles. Data analysis was done by the analysis of quantitative and qualitative data. The results of this study indicate that (i) adoption of a model problem based learning by using scaffolding structure can improve the quality of the learning process of mathematics learners VIII-1 SMP Negeri 3 Makassar with the achievement of the following indicators: (1) Increased percentage of activity learners from before implementation to the first cycle of 71.25% is in the category fairly and to the second cycle of 83.25% are in either category; (2) The increase in the change of attitude of learners prior to the implementation of the first cycle with a score of 2.41 are in good category and to the second cycle with a score of 3.43 in the category very well. (Ii) adoption of a model problem based learning by using scaffolding structure can improve the quality of mathematics learning on the learner VIII-1 SMP Negeri 3 Makassar are already shown by the increasing mathematics achievement of students before action to the first cycle with the percentage of completeness in the classical amounted 38.46% are in the poor category with an average score of 69.92 learners ideal score of 100 and is in a category simply by standard deviation of 15.10 to the second cycle with the classical completeness percentage of 79.49% in the good category with an average score of 78.77 learners ideal score of 100 and are in categories with a standard deviation of 11.78