Senior High Schools In Yogyakarta Research Articles

The Correlation Between Students’ Anxiety and Their Speaking Ability in EFL Classroom

The objectives of this study were to identify students' anxiety levels and to investigate the relationship between students' speaking anxiety and their speaking ability in EFL classes. This study is quantitative research in the form of correlation research. The participants were 30 eleventh-grade students at one of senior high school in Yogyakarta. The data were collected using a questionnaire and a speaking test. The questionnaire was employed to assess the student's level of anxiety, while the speaking test was utilized to gauge the extent of their speaking proficiency in the EFL lesson. In addition, the researcher employed SPSS 27 to examine the correlation between students' anxiety levels and speaking proficiency.The results of the questionnaire showed that most students have a high level of anxiety when speaking in the EFL Classroom. Some factors that cause students' anxiety when speaking English in EFL classes are lack of confidence, shyness, fear of speaking inaccurately and fear of negative evaluation. Furthermore, the result of the hypothesis test showed that the significant value is 0.025. It showed that the significance value is lower than 0.05. It can be said that Ha is accepted where there is a relationship between students' anxiety level and their speaking ability. The relationship between the two variables is a negative relationship with a Pearson Correlation coefficient value of -409. It indicated that when students have a high speaking score, their anxiety level will be low. Conversely, if students have a low speaking score, it shows that they have a high level of anxiety. Moreover, the strength of the relationship between variable x and variable y is a moderate correlation because it has a coefficient value of 0.409, which is between 0.40 - 0.59.

Flow Academic of Students in Muhammadiyah High Schools in Yogyakarta, Indonesia: Role of Peer Attachment and Self-Regulated Learning

This study aims to ascertain the influence of peer attachment and self-regulated learning on the academic flow of students at Muhammadiyah senior high schools in Yogyakarta, Indonesia. This study employed a quantitative research methodology. The study sample consisted of 255 twelfth-grade students of the Muhammadiyah High Schools, selected using the stratified random sampling technique. For the measurement, three psychological scales were employed, including the academic flow scale, the peer attachment scale, and the self-regulated learning (SRL) scale. The data were analyzed using multiple linear regression, with the assistance of the SPSS for Windows 23.0 program. The results of the primary hypothesis yielded an R-squared value of 0.603 with a p-value of 0.000 (p < 0.01), indicating that peer attachment and self-regulated learning exert a significant influence on academic flow. The first minor hypothesis test yielded a t-value of 2.189, with a p-value of 0.030, which is less than 0.05. The second minor hypothesis test yielded a t-value of 9.779 and a p-value of 0.000, indicating a statistically significant result (p < 0.01). The statistical results demonstrate that peer attachment and self-regulated learning have a significant impact on academic flow, with each factor exerting a positive influence. The results demonstrate that self-regulated learning makes a significant contribution to academic flow, accounting for 32.67% of the variance. Similarly, peer attachment is found to have a notable impact on academic flow, explaining 3.70% of the variation.

Utilizing item response theory for the analysis of self-regulated learning scale in mathematics

In the learning process, students must be able to regulate themselves. This is an effort to improve the quality of student learning, especially their learning achievement. The purpose of this study is to empirically analyze the characteristics of self-regulation skills in learning mathematics. The analysis was carried out by utilizing Item Response Theory (IRT) with a Partial Credit Model (PCM). This study is a descriptive quantitative study with the subjects of the study being 123 students of grade 10 of Senior High Schools in Yogyakarta. Data collection was carried out using a questionnaire that had been developed and its item characteristics were analyzed using IRT. The independent learning scale questionnaire in mathematics consists of 16 statement items and measures 5 aspects. Based on all the questions that are feasible to be analyzed using the PCM model, it is known that there are 5 aspects that fit, namely (1) self-confidence, (2) discipline in learning, (3) active in learning, (4) responsibility, and (5) motivation in learning. This instrument can be used to measure students' self-regulation skills in learning mathematics based on their ability level.

Measuring student mathematical representation abilities in physics on heat and temperature topic: Learning mode and gender

This research examined an in-depth analysis of students' MRAP: (1) the students’ MRAP score in each sub-topic (temperature, expansion, heat, heat transfer); (2) the students’ MRAP score in terms of learning mode (online and offline); (3) the students’ MRAP level based on gender. The study used the survey method as a quantitative approach. The study sample consisted of 260 grade 11 students from three public senior high schools in Yogyakarta, Indonesia, with low, medium, and high ability levels. The Mann-Whitney U test was performed to determine if there was a statistically significant difference in the pupils' test results by learning mode and gender. The study’s findings concluded that the students’ scores in each sub-topic of temperature, expansion, heat, and heat transfer are 67.66; 63.67; 56.86; and 60.43; respectively. There are significant differences in students’ mathematical representation abilities in physics between students learning modes (offline and online learning. At the same time there are no significant differences in students’ mathematical representation abilities in physics between males and females.

Technology and Language: Improving Speaking Skills through Cybergogy-Based Learning

Language learning in the Industrial Revolution 4.0 and Society 5.0 era is required to produce students with 21st-century skills by increasing the capacity and capability of using technology in learning. Technology-based learning, known as cybergogy, is a continuity of learning paradigms that previously applied the principles of pedagogy and andragogy in the learning process. As a new concept in learning, cybergogy is essential in improving 21st-century skills in the form of the 6Cs (Citizenship, Character, Critical Thinking and Problem Solving, Communication, Creativity, and Collaboration). Enhancing communication skills through cybergogy-based learning is a novelty that has not been done much and has become the focal point of research. This research, part of development research using the ADDIE model, employed a quasi-experimental design conducted in 3 senior high schools in Yogyakarta, representing one school per category, namely the lower, medium, and high categories, based on UTBK scores. A non-equivalent control group design involving an experimental and control class was applied. The results of this study, which showed a significant improvement in students' communication skills, especially speaking aspects, through blended learning, are of great significance. Therefore, it can be concluded that cybergogy-based language learning has proven effective in improving students' communication skills through blended learning.

Nutrition and Mental Health Empowerment Project for Counseling Teachers and Students of Senior High Schools in Yogyakarta

Background: Mental disorders can affect people of any age, including teenagers of school age, which can disrupt their productivity and quality of life if not managed properly. There is growing evidence that nutrition is vital in mental health, which helps manage mental disorders. Simple interventions for mental disorders among teenagers through health promotion, education, and nutritional interventions are needed to prevent mental disorders or provide early treatment for those in need.Objective: Our project aimed to train counseling teachers and students of senior high schools in Yogyakarta to have the capability of performing simple management of mental disorders and promoting a healthy nutritional status.Methods: Our project consisted of three phases; phase I (webinar and workshop), phase II (practice and implementation at schools), and phase III (monitoring and evaluation). We used pre- and post-tests to assess respondents’ knowledge and questionnaires to assess their perceptions of the project.Results: Twenty counseling teachers and forty students from 20 senior high schools in Yogyakarta participated in this project. Our project slightly improved students' knowledge of the importance of nutrition and mental health but not the teachers’ knowledge. All participants welcomed our project positively. Most participants agreed they learned new and important information and stated that the project helped combat nutritional problems and mental disorders.Conclusion: Our project was perceived positively and improved participants’ skills and knowledge of nutrition and mental health issues. This suggests that the project has empowered them to perform basic management of nutritional problems and mental disorders among teenagers at their schools. Additionally, more projects are still needed to widen and maximize the coverage of these important topics.

The Students' and the Teachers' Perception of the Washback Effect of the English Progress Test

Tests can directly impact educational processes in various ways. It means that the test may influence the students and the teachers. This influence is called washback or backwash. Washback or backwash is generally known as the effect of testing on teaching and learning (Djuric, 2008). The local government usually prepares formative and summative tests in the school while the teachers design the progress test. This research investigates the washback effect of the English progress test on the students and teachers in one reputable senior high school in Yogyakarta. This research used a qualitative descriptive method. Interviews and focus group discussions were used as methods of data gathering. The respondents were three English teachers and 16 students of12th-grade at a public senior high school in Yogyakarta. The research focused on how the progress test gave a washback effect to the teachers as the test developers and what the students' perception was of the washback effect of the progress test. It concluded that washback effects for teachers depended on 1) focusing on the objective of teaching, 2) the teaching materials, and 3) the teaching methodology. Meanwhile, the effects on students were 1) influencing the learning strategy, 2) preparation for doing tests, 3) improving the learning motivation, the learning mastery, and the learning-teaching atmosphere.

Item quality analysis using the Rasch model to measure critical thinking ability in the material of the human digestive system of Biology subject in high school

This study aims to determine the quality of the Biology instrument items on the digestive system material with the Rasch model for analyzing critical thinking skills. The research employed a quantitative descriptive method involving 63 students of senior high schools in Yogyakarta. The data were collected using a critical thinking skills description test and processed using the Rasch model with the Winstep 5.0.3.4 program. The study shows that the overall validity is acceptable. The item validity did not require improvement in items 14, 3, 8, 13, 12, 1, 4, 10, 6, 2, 7, 11, 15, and 9, and required improvement or replaced of item 5 because it did not fit. The analysis result using Cronbach's alpha shows that the overall reliability is very good, and the item reliability is good. Rating scale analysis using partial credit ratings and probability curves shows that respondents need help understanding the five-point Likert scale. The analysis of the item difficulty based on Logit and Wright maps shows that the most difficult item to work on is item 14. Items with moderate categories are items 13, 12, 1, 4, 10, 6, 2, 5, and 7. Items easy to work on are items 11, 15, and 9. The bias results show item 14 gender-biased. The results of the interaction between the item and the person through the ICC plot image show that all items are on the curve of the outfit confidence space and follow the Rasch modeling.

Development of an Assessment as Learning Based on an ISCACoRe Metacognitive Strategy to Improve Problem-Solving Skills

The purpose of this study is to develop an evaluation instrument for Dynamic Fluid materials with characteristics based on the ISCACoRe metacognitive strategy and determine the quality of the instrument to improve physics problem-solving skills. This study used research and development methods. The subjects of this developing study were 11th grade students at a senior high school in Yogyakarta. The ISCACoRe metacognitive strategy-based physics learning evaluation instrument was prepared in flip modules using the assessment-as-learning model, with characteristics of being independent, flexible, stimulating, and based on digital media. The instrument's validity is 86.25%, and the assessment as learning model's validity is 93.34%, indicating that the expert instrument is appropriate for use in learning evaluation activities. The level of an item's internal consistency is declared valid if > 0.3961, a total of 8 items are accepted because > 0.3961, and 2 items are rejected because < 0.3961. The Cronbach's alpha method of 0.817 and split-half of 0.875, with very high criteria, were used to obtain the results of the instrument reliability test. The experimental and control group obtained an average score of the normalized gain test (N-Gain) of 56.83%, and 44.10% respectively

The Effect of Financial Compensation, Work Motivation, and Organizational Culture on Employee Performance

Human resources are the basic capital in the organizational development process. An organization that can take good care of its employees can be seen from the performance of its employees. If the employee's performance is good then the company manages to manage employees well. The purpose of this study was to determine the effect of financial compensation, work motivation, and organizational culture on employee performance at Stella Duce 2 Yogyakarta Senior High School. This type of research is census research, in which the total population is equal to the number of samples, namely all teaching staff and educational staff at Stella Duce 2 High School Yogyakarta with a total of 45 employees. This study used a data analysis technique, namely multiple linear regression. The results of the study show that 1) financial compensation, work motivation, and organizational culture have a simultaneous effect on employee performance; 2) financial compensation has no significant effect on employee performance; 3) work motivation has no significant effect on employee performance; and 4) organizational culture has a significant effect on employee performance.

English learning strategies among senior high schools in Yogyakarta

In a Foreign Language setting, the target language is not used widely in the society. It is mostly learnt and used in the classroom contexts. Consequently, learners do not have sufficient language input. As a result, learners are mostly reluctant in using their foreign language which leads to their language acquisition. One of possible strategies lays on the learners themselves in their target language learning strategies. The similar condition fits perfectly to English learners in Indonesia. This research aims to identify the language learning strategies the secondary schools’ students in Yogyakarta. The survey inventory of language learning (SILL) version 7.0 covering six categories’ strategies namely Memory, Cognitive, Compensation, Metacognitive, Affective, and Social is used to investigate the English language learning of the current research participants. The data taken from the secondary schools in Yogyakarta. This study focused on the most frequently used strategy by the secondary school students and describe their difference of strategy in learning the language. From six categories of language learning strategy, there were no strategy used in the high level. As the analysis resulted on the Medium used (M between 2.5 to 3.4). This score indicated that all six of learning strategies are normally used by the students. In addition, the most frequent strategy used by the secondary students is the metacognitive strategy

The development of individual counseling guidelines for assertive training techniques to improve student assertiveness in state senior high schools in Yogyakarta

This study aims to produce an individual counselling guide for assertive training techniques in State Senior High Schools in Yogyakarta. This research is research and development using the Borg & Gall development model, which was conducted through seven stages: preliminary research and data collection, planning, initial product development, early-stage trial, revision of early-stage trial, field trial, and field trial revision. Data collection methods used a questionnaire on the feasibility of assessing material experts, media experts, guidance and counselling teachers, and students' assertive behaviour scale. The data analysis technique used in this research is descriptive quantitative. This study resulted in (1) individual counselling guidelines, which consisted of an introduction, behavioristic approach, assertive nature, assertive training, implementation of assertive training techniques, conclusions, references, and attachments. (2) Assertive training technique guidebook can be categorized as “very good” with a final percentage value of 84.6%, 78% by material experts, and 88,3% by media experts. (3) The results of the field trial of three guidance and counselling teachers got a percentage value of 85.3%, which included the “very good” category, and the results of the main field trial of ten guidance and counselling teachers got a percentage value of 87.1% in “very good” category.

MAINTENANCE - EQUIPMENT ANALYSIS OF BIOLOGICAL LABORATORY FACILITIES AND INFRASTRUCTURE AT SENIOR HIGH SCHOOL IN YOGYAKARTA

Practicum activities can be carried out properly if laboratory facilities and infrastructure are available. The completeness of laboratory infrastructure can support achieving optimal activities. This study aim to determine completeness and maintenance of biology laboratory facilities and infrastructure in Yogyakarta. The type of research descriptive quantitative. This research was conducted at Senior High School in Yogyakarta, consisting 3 schools. Those schools were selected by random sampling. Respondents in this study included both head of the laboratory and laboratory assistant, data collection through observation and interview. The data were analyzed descriptively. The results show that School A 78% (very complete), School B 60% (complete) and School C 66% (complete). Maintenance of facilities and infrastructure in the laboratory of School A is well-maintained. In contrast, maintenance of laboratory biology facilities and infrastructure in School B and C are unkempt.

CTL-Based Physics E-Book to Improve Students Physics Problem Solving Skills in Senior Highschool

This article reports on the validity of CTL-based physics e-books and the effectiveness of media developed for student problem-solving skills. This research is development research and uses a quantitative approach. The subjects of this research were 17 students of class X science class and 26 students of class X social class at one of the senior high schools in Yogyakarta as the implementation class and modeling classes. The results of this study indicate that the development of a CTL-based physics e-book on simple harmonic oscillation material is feasible in terms of expert validation results where the average total validation score is 3.75 with a very high category. The use of a CTL-based physics e-book in the learning process is able to have a significant influence on improving the problem-solving skills of students in both classes, which is indicated by the value of sig. (2-tailed) of 0.00 both for modeling and implementation classes which are smaller than the alpha value of 0.05.

Interaction between Internet Browsing Habit and Dyspepsia Syndrome in Adolescent

Background: There were many patients, including adolescent, with dyspepsia symptoms in our daily clinical practice have been interacting with internet search engine to find medical information which induced or worsened their dyspeptic symptoms. Aim of the study is to know the pattern of internet browsing habit and dyspepsia syndrome in adolescentMethod: Grade 12 level students of senior high schools in Yogyakarta, Indonesia were included in the study with stratified random sampling method. Students with confirmed organic dyspepsia diagnosis were excluded. We use two simple questions to reveal the students internet browsing habit, question no 1 :“Did you ever browse information about diseases in the internet?” (answer choice: a.never;b.once;c.more than once); question no 2.: “Did you ever browse information about your medical complaint in the internet?” (answer choice: a.never;b.once;c.more than once). We used validated Gastrointestinal Symptom score (GIS) to reveal the students dyspepsia symptoms. Data were analyzed with chi-square test and anova.Results: There were 665 (477 girls and 188 boys) senior high school students (age range : 16-20 years old) included in this study. Based on question no 1, the result showed significantly different (p 0.001) between students with and without the dyspepsia syndrome, and the question no 2 also showed similar result (p=0.002). The anova between GIS and question no 1 showed significantly different ( p0.001) and the similar result was also found between GIS and question no 2 (p0.001). Conclusion:The internet browsing habit may influence the development of dyspepsia syndrome in adolescent and further study is needed to find the cause and effect relationship.

The Effectiveness of E-Module on Buffer Solutions to Improve Students' Higher-Order Thinking Skills and Self-Regulated Learning

This study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%).

Strategies of Physics Learning Based on Traditional Games in Senior High Schools during the Covid-19 Pandemic

Physics learning during the Covid-19 pandemic must still be done so that students can still get physics intake. This phenomenological research aims to explore physics teacher strategies in conducting traditional game-based learning in senior high schools during the Covid-19 pandemic. The research data was collected through in-depth interviews with 10 physics teachers from five senior high schools in Yogyakarta. The ten participants were taken using the purposive sampling technique. The data analysis used analytic reduction which started with identifying important statements from the interview results, determining the core theme, and interpreting the physics learning strategy essence. The research results found that traditional game-based physics learning was carried out using contextual, inquiry, project, and problem-based learning models. The physics material is integrated into traditional games which include tulup, benthik, bekelan, sulamanda, egrang, sekongan, jeblugan, and gobak sodor. Physics learning evaluation is carried out by assessing assignments, performance, presentations, tests, and the results of making students' traditional games. Traditional game-based physics learning is done through distance learning applications such as Zoom, Google Meet, Google Classroom, Google Mail, and WhatsApp. Supporting factors for learning physics based on traditional games include efficient learning, learning can be done anywhere, and students can explore their abilities widely. Inhibiting factors for learning physics based on traditional games include unstable internet networks, students’ different abilities, and never done distance learning. The physics teacher’s competence, the student’s abilities, and the facilities availability are the main factors in determining the learning physics success based on traditional games during the Covid-19 pandemic.

Social Meanings in School Linguistic Landscape: A Geosemiotic Approach

As an approach to multilingualism, the study of linguistic landscape (LL) in educational settings is still underexplored. LL study is significant to disclose various aspects of language existence and use. In the school context, it might reveal what and how languages are used among school members and their relevance to education. This article aims to examine the emerging themes of signs’ messages in school LL and the contribution of multimodal social semiotic elements to the signage social meanings. It studied 890 signs from five senior high schools in Yogyakarta, Indonesia and used a geosemiotic approach to analyse the verbal and visual texts. The findings reveal eight major themes of messages: (1) location or place direction, (2) morality and religion, (3) environment and energy, (4) school identity and information, (5) activities, (6) how to comport oneself, (7) science and knowledge and (8) rules, regulations and acts. The three main modes (language, image and colour) in the school LL serve the functions to communicate and to represent the schools’ social reality relevant to the emerging themes through iconic and symbolic semiotic systems. The school LL is a multifaceted social construct that also reveals the relationship between the sign makers and the addressees.

Developing An Achievement Test in Learning of Physics for Assessment

The aims of the study are to know the advantage of achievement test in learning physics developed by utilizing item specifications and the ability distribution of tenth grade students at senior high school in Yogyakarta. The benefits of the research are to prepare test items, provide guidelines for teachers in writing quality items and produce learning achievement test that can be used on School Exams. This research is developmental research used the model suggested by OriondoDallo-Antonio. The subjects were tenth grade students. The limited test was tried out to 354 students in school with categories of high, medium and low. The wide scale test was tried out to 644 students on package A and package B. Item analysis was conducted by using qualitative and quantitative analysis. This research shows developed test in physics by utilizing item specifications had the advantage in producing more equate test the ability distributions of tenth grade students at senior high school in Yogyakarta were mostly at the average category.

Assessment of Chemistry Learning: How is The Quality of The Tests Made by The Teacher?

The teacher-made chemistry test must have a good quality, due to the decision taken from the tests has an impact on the students. Therefore, the purpose of the research is to explore the quality of teacher-made chemistry tests such as item fit and person fit, items difficulty, and test reliability. The sample consisted of 356 senior students from senior high schools in Yogyakarta that were selected by cluster random sampling technique. The research used the teacher-made chemistry test consisted of 40 multiple choice items which were collected using documentation technique. Data were analyzed with Rasch Model using Winsteps 3.73 version. The result showed that all items in the teacher-made chemical test were proven to have good quality (fit model, good item difficulty, and good test reliability). Moreover, 18 students were identified as misfit persons. From the findings, the test can be used to assess the students’ learning outcomes, especially for the try-out of the final exam in senior high school. Besides, the students identified as person misfit should be further examined and receive teachers’ guidance.