8th Grade Students Research Articles

Management pedagogy:

It's a study with a qualitative approach through action research. With the aim of teaching addition using the Mariela-Lehren-addieren method to students in 3rd and 4th grade. The Method of teaching addition is from the teaching of the basic skills of mathematical thinking, design and evaluation of the teaching strategy, the concept of number positional value, sign, concept of grouping, regrouping of numbers, the algorithm of addition, the practice of it with numerical exercises and reasoned problems. It is concluded that 18 students out of 21, achieved the learning of addition up to 4 digits with the Mariela-Lehren-addieren method through action research. It's inferred that the problems that arise in the learning of the addition, can be rooted by lack of systematic approach in previous educational cycles of the student, absences, learning problems, teaching models, motivation and school synergy.

Development of self-efficacy in high school students through soil analysis in the protected natural area "Estero El Soldado"

Teaching various scientific disciplines involves both hands-on and theoretical methods aimed at sparking students' curiosity in learning concepts. Students enhance their comprehension by actively engaging in direct activities rather than solely relying on explanations provided by teachers. The development of a research project carried out by 12th grade students during the semester allowed them to develop scientific or technological research to understand nature and act on it. The research project involved taking soil samples of natural protected area “Estero El Soldado” and analyzing it using a microscope, increasing student’s self-efficacy using the microscope. Self-efficacy was measured before and after the proposed research project using the General Self-Efficacy Scale instrument (Baessler and Schwarzer, 1996), which consists of 10 items and measures a person's perception when facing a variety of stressful situations. The participation of 43 12th grade students was analyzed. After the completion of the research project students, the results from the pre-test (M = 66.89, SD = 19.52) and post-test (M = 80.34, SD = 19.84) self-efficacy evaluation indicate that carrying out the research project resulted in an improvement in self-efficacy, t(84) = 2.01, p = 0.0008. We can conclude that integrating hands-on research projects like soil analysis using different laboratory equipment boosts 12th-grade students' scientific self-efficacy, as evidenced by improved scores on the General Self-Efficacy Scale. These findings underscore the value of experiential learning in nurturing both scientific skills and confidence in students.

Factors affecting the quality of mathematics teaching and learning of high school students in the 4th grade in Savannakhet province

The purpose of this research is to examine the factors that affect the quality of learning and teaching mathematics of 4th grade students in Savannakhet province. The sample group included the 4th grade students and natural science teachers with a total number of 434. The data was analyzed by SPSS program and Microsoft Excel to calculate frequency, percentage, standard deviation, CV and content analysis. The results of the research are as follows: The results of the analysis of the factors that affect the quality of teaching mathematics the most according to the students' ideas are curriculum by average value of 3.58, which means that the curriculum is suitable with the current learning standards at a low level, followed by the factors of teachers and family with an average 3.57 and 3.52 respectively. The results of the analysis of the factors that affect the quality of teaching mathematics according to the teachers' ideas in general are at good levels and when considering each aspect, it is found that the factor that affect the most is the teacher with an average of 3.82, followed by the curriculum and teaching aids with an average of 3.81 and 3.80 respectively. The results of the analysis of teachers' and students' opinions toward the improvement of the quality of mathematics teaching are: paying more attention to study of students covering 28.65%; teaching methods consistently with the current situations, covering 15.63%, giving opportunities for students to participate in learning more covering 15.71%, and organizing a program to promote those who are good at learning and help weak students covering 12 .50% respectively.

Do Habits of Mind and Cognitive Style Affect Critical Thinking Ability of High School Students?

This research aims to analyze the influence of habits of mind and cognitive style (field dependent and field independent) on the critical thinking ability of high school students. This research employs a mixed-method approach with an explanatory sequential design and a QUAN → qual model. The population consists of all 11th-grade high school students in Sintang Regency, West Kalimantan Province, with a sample of 385 students and 19 students serving as interview informants. The instruments used include a critical thinking ability test, habits of mind questionnaire, GEFT, and interview guidelines. The analysis techniques employed are descriptive analysis, inferential analysis, and qualitative analysis based on Miles & Huberman. The results show that habits of mind and cognitive style simultaneously have a significant influence on critical thinking ability. Furthermore, based on the coefficient of determination, it is found that habits of mind and cognitive style together have the power to explain critical thinking ability. The implication is that teachers need to adjust learning strategies based on students' cognitive styles and develop habits of mind to improve their critical thinking skills.

Investigation of Candidate Teachers' Early Teacher Identity with Public Personnel Selection Examination Anxiety Levels

In this research aims to examine the candidate teacher's identity with Public Personnel Selection Examination (PPSE) anxiety levels. The research included 302 candidate physical education teachers (140 female and 162 male) aged between 21 and 28 (23.95±1.54). “Personal Information Form,” “Early Teacher Identity Scale (ETIS),” and “Public Personnel Selection Examination Anxiety Level Scale (PPSEALS)” were used as data collection tools in the research. According to the data obtained from the research, there was no significant correlation between the candidate teachers' PPSEALS scores and the ETIS scores. A significant difference existed between candidate teachers' grade levels with PPSEALS scores and ETIS scores. Compared to 3rd-grade and graduate students, 4th-grade students scored higher on the PPSEALS and ETIS. Although there was a significant difference between PPSEALS scores according to gender, there was no significant difference in terms of ETIS scores. According to this, women have higher PPSEALS scores compared to men. According to academic achievement status, no significant difference was found between the scores of PPSEALS and ETIS. The results obtained from the research revealed that candidate teachers have PPSE anxiety at a medium level and teacher Identity perception at a high level. As a result, it can be said that 4th-grade students' high perception of teacher identity leads to higher levels of test anxiety.

The S in STEM: gender differences in science anxiety and its relations with science test performance-related variables

BackgroundSTEM education has experienced significant growth due to its pivotal role in innovation and economic development. While cognitive factors like prior knowledge are known predictors of STEM success, non-cognitive factors, including attitudes and demographics, also play vital roles. However, there is a notable scarcity of research focusing on the "S" in STEM—science—compared to extensive studies in fields like mathematics. This study aims to address this gap by exploring gender differences in science test performance and related attitudes, providing insights into this under-researched aspect of STEM education.ResultsThe effective sample comprised 1839 Estonian 12th-grade students who took a computer-assisted science test. The test consisted of tasks combining chemistry, physics, biology, and geography, and a post-test survey was also administered. Across the total sample, the results showed that test performance positively correlated with test-taking duration, effort, and test importance. Test performance was negatively correlated with perceived test difficulty. Interestingly, while general science anxiety was not associated with test performance, subject-specific anxiety, especially chemistry anxiety had a negative association with test performance. While there were no gender differences in test performance, female students scored consistently higher on all science anxiety measures, compared to male students. Furthermore, female students assessed the science test to be more difficult, and they also took more time to complete the test. The correlations in gender subsamples mirrored those observed in the total sample.ConclusionsThe association between science test performance and test-related variables is nuanced: students might not necessarily have a “general” STEM anxiety but it may be associated with a specific subject. Moreover, the findings imply that although there are no gender differences in test performance, girls have a greater anxiety when it comes to natural sciences subjects. These findings indicate the need for investigating the origin of such anxieties, which do not seem to stem from aptitude.

Analysis of high school students' awareness of the psychosocial effects of internet addiction

The present study aims to determine secondary school students' awareness of the psychosocial consequences of Internet addiction and to investigate differences in the level of awareness based on students' sociodemographic characteristics (Sex, grade level, number of family members, parent's marital status, education and occupation of the parents, and the family's monthly income). A cross-sectional descriptive study was conducted from December 10, 2022, to December 30, 2023. The sample included (765) secondary school students were (375 males and 390 females). The population was composed of 10th and 12th grade students withdrawn from ten high schools located in the Babylon Governorate in Iraq. The results of the study revealed a variation in participants’ awareness of their knowledge of the psychosocial effects of Internet addiction, as more than half of them (57.5%) recorded a fair level of awareness, while (40.1%) of them recorded a good level, and only (2.4%) exhibited a waek level of awareness. Furthermore, the data revealed notable gender and grade-level differences in psychosocial awareness. Females exhibited a higher level of awareness (51.5%) compared to males. Additionally, students in the 10-grade showed a relatively higher rate of good psychosocial awareness (44.9%). It is necessary to understand the demographic factors in shaping awareness of the effects of Internet addiction, which helps in developing targeted intervention strategies to enhance awareness and improve students' control behaviors.

Investigating Students' Problem Solving Achievements, the Modeling Steps reached and Modeler Types in the Process of Mathematical Modeling Activities

The aim of this study is to identify the effect of mathematical modeling activities applied as action plans on the development of students' achievement in solving algebraic verbal problems, as well as to investigate the mathematical modeling competencies they use during these mathematical modeling activities and the modeling steps they reach. Moreover, the types of mathematical modelers that the students demonstrated during this application process were examined in the study. The study was conducted as an action research with a total of 15 7th grade students in rural areas. It was aimed to reveal the mathematical modeling competencies that students achieved during mathematical modeling activities through observations, researcher and student diaries, as well as interviews conducted with students. Content analysis was implemented to analyze the data. During the study, the mathematical modeling competencies demonstrated by the students in each mathematical modeling activity and the mathematical modeling steps they reached were identified. As a result of the study, it was confirmed that students' mathematical modeling competencies were related to competencies such as general mathematical knowledge or verbal comprehension, and it was also revealed that students' mathematical knowledge competence could be examined in more detail. It was also observed that students could achieve competencies through group work and it was found that students' success in solving the verbal algebraic problems generally improved based on their mathematical modeling competencies.

Effects of an adapted peer-assisted learning strategies reading programme on reading fluency and reading comprehension of secondary students with or at-risk for reading disabilities

ABSTRACT The acquisition of reading skills in a person’s native language is a key life component to functioning successfully within their society. Unfortunately, many German students have significant reading difficulties in their native language, German. Therefore, the purpose of this study is to translate into German and implement a promising U.S. reading programme that focuses on fluency and comprehension: Peer-Assisted Learning Strategies (PALS Reading 2–6). PALS has shown positive effects for English elementary and secondary students with or at risk for reading disabilities. Therefore, this project conducted a pilot Single Subject multiple baseline design study with eight 7th grade students with or at risk for reading disabilities, to explore the feasibility of implementing PALS in German. Results showed improvement in German reading comprehension and fluency for these students after five sessions along with stability at follow-up conducted after six weeks. Limitations of the study and areas for further research are discussed, as well as implications for practitioners.

Implementation of intentionally structured psychosocial through folk games and traditional sports in elementary school students

This study aimed to examine the impact of intentionally structured psychosocial programs through folk games and traditional sports on elementary school students. Psychosocial factors influence individual thoughts and behaviors, and traditional games and sports are known for their character-building and cultural values. The research used a pretest-posttest group design with a quantitative approach, focusing on 5th-grade students from Sumur Batu 06 Public Elementary School in Central Jakarta. The primary instrument was the Questionnaire on Psychosocial Adjustment Needs of Grade 7 Students, covering social cognitive, socio-emotional, social, teacher-student, peer, parent, and sibling relationships. The study followed Kendellen's model, which emphasizes focusing on one psychosocial component per lesson, introducing it at the lesson's beginning, teaching it throughout the lesson, and reviewing it at the end. Data analysis was conducted using SPSS version 22, including only students with at least 80% attendance who completed both pre-tests and post-tests. Normality tests confirmed that data from both integrated and non-integrated groups were normally distributed, while homogeneity tests showed that the samples were from a homogeneous population. Paired sample t-tests revealed significant improvements in psychosocial outcomes for both groups, with the integrated group showing a t-value of 7.453 (Sig. 0.000) and the non-integrated group a t-value of 5.121 (Sig. 0.000). These results indicate a significant positive effect of psychosocially integrated traditional games and sports on the psychosocial development of elementary school students. Keywords: Intentionally Structured, Psychosocial, Sports, Traditional Games

Exploring the Values of Character Education in the Riau Malay Folk Song "Bukoba Panglima Awang" and its Implementation in Middle School Literature Learning in the Merdeka Belajar Curriculum

Globalization has contributed to a decline in students' moral character, with traditional values like respect for parents, teachers, and the elderly fading. To address this, schools must prioritize character education. One effective method is incorporating local cultural elements, such as folk songs, into the curriculum. This study examines the character education values in the Riau Malay folk song "Bukoba Panglima Awang" and its implementation in literature lessons for junior high school students under the Merdeka Curriculum. Using a qualitative, descriptive approach, the research identified 19 character values in the song, including politeness, humility, obedience, religious devotion, hard work, and integrity. A key value is obedience, where children are reminded to obey their parents or face divine consequences. These values are integrated into literature learning modules for 7th-grade students, with particular emphasis on politeness, humility, obedience, and compassion. The findings suggest that traditional folk songs like "Bukoba Panglima Awang" offer a rich source of character education and can be effectively used to strengthen students' moral development within modern curricula. Further research should explore how local cultural elements can be more broadly applied to foster character education in schools across Indonesia.

Experience of Organizing Project Activities of Schoolchildren in the Field of “Information Technologies”.

The article is devoted to analysis of the experience of organizing project work of schoolchildren in the field of information technologies on the basis of a higher educational institution.The peculiarities of the educational process organization, approaches to solving the problem of students’ motivation are considered. The principles of introducing relatively complex and science-intensive technologies into the projects of 10th grade students are discussed. Recommendations for organizing master classes and laboratory works with mastering the methods of image processing, steganography, machine learning are detailed. Emphasis is placed on the recycling of knowledge and skills acquired at school. Considerable attention is paid to visibility, comprehensibility of the results obtained, and the possibility of assessing the applicability of a particular method for solving the tasks of project activities. All works are carried out in such a way that pupils could start research with minimum effort for preparation and would be able to later transfer the learned tools to their individual projects. Much attention is paid to the methodology of project work, and special events are organized, such as pitch sessions of startups, designed to further motivate students, help them to organize their project work in a systematic way, and adjust the goals and objectives of their projects. Some results of the project work of schoolchildren in the field of information technologies during the 2023-2024 academic year on the basis of the National Research University “MPEI” are given.

Career Development Support, Career-Related Internet Information Search and Usefulness, and Career Decision-Making Difficulties in 12th Grade Students in Ontario

Career Development Support, Career-Related Internet Information Search and Usefulness, and Career Decision-Making Difficulties in 12th Grade Students in Ontario

ESCAPE ROOMS IN GEOGRAPHY EDUCATION: AN INNOVATIVE APPROACH TO LEARNING AND TEACHING

Background: The use of escape rooms in education has gained traction as an innovative pedagogical approach to enhancing student engagement and alleviating learning-related anxiety. This study explored the effectiveness of escape rooms as an instructional tool in geography education, with a particular focus on Generation Z students, who are known for their preference for practical learning opportunities and active engagement.Results: The study conducted an educational experiment involving Hungarian 7th grade students, comparing the escape room methodology with traditional frontal teaching methods. The results indicated that students exposed to escape rooms exhibited heightened engagement and sustained attention compared to those in the control group. Furthermore, students generally preferred collaborative escape room sessions, which provided opportunities for social interaction and shared responsibilities. Analysis of end of-unit test results revealed a positive correlation between escape room methodology and student performance, particularly in tasks requiring higher cognitive levels and evaluation.Conclusions: The findings suggest that escape rooms align well with the learning preferences of Generation Z students, and contribute to enhanced student engagement, attention, and learning outcomes in geography education. Escape rooms offer a gamified approach that resonates with the characteristics and preferences of modern learners, emphasizing the importance of innovative teaching strategies tailored to contemporary student needs. These insights underscore the potential of escape rooms as an effective in structional tool for fostering meaningful learning experiences.

What Remains in Students from an Etwinning Project: The Case of Şebit Project

The aim of this research is to find out how the eTwinning project prepared to prevent bread waste is evaluated from the students' perspective. The research was conducted within the scope of qualitative research. The research was carried out with 6th grade students consisting of six people who voluntarily participated in the eTwinning project. In line with the main purpose of the research, semi-structured interviews were conducted with the students at the end of the project and data were collected. The data obtained were subjected to content analysis, and codes and themes were created. At the end of the research, it was revealed that the students found the ŞEBİT eTwinning project educational, instructive and entertaining. In addition, it was determined that the project contributed to awareness of bread waste, learning web 2.0 tools, taking responsibility, teamwork and communication. In addition, it was determined that students had difficulties in using web 2.0 tools and time within the scope of the project. In line with the students' opinions, it is suggested that the eTwinning platform should be made more functional for both teachers and students within the scope of this research.

Penerapan Metode Tutor Sebaya untuk Meningkatkan Minat Belajar Peserta Didik pada Pembelajaran Matematika

This study aimed to enhance the mathematics learning interest of 10th-grade students at SMA Negeri 21 Surabaya through the implementation of peer tutoring with a Problem-Based Learning model in statistics. The background of this research is the low learning interest of students, particularly in mathematics. This study employs a Classroom Action Research (CAR) method, consisting of two cycles. Data was collected through observation, interviews, and tests. The results of the study showed that the application of peer tutoring in the Problem-Based Learning model can improve the learning interest and critical thinking skills of 10th-grade students at SMA Negeri 21 Surabaya in statistics. This can be seen from the improvement in observation results, interviews, and test scores. Students' learning activities and critical thinking skills increased with a higher average percentage in the second cycle compared to the first cycle. The peer tutoring method with the Problem-Based Learning model enables students to learn from and help each other, thus increasing their motivation and engagement in learning. Additionally, this method helps students develop their interpersonal and communication skills.

A Study of Estonian High School Students' views on Learning Mathematics and the Integration of Digital Tools in Distance Learning

The COVID-19 pandemic has transformed the education landscape, with distance learning and digital tools becoming increasingly essential. This shift has presented both opportunities and challenges for educators and students. We examine the intersection between distance learning and digital tools in modern education, focusing on Estonian high school students' views on learning mathematics during the pandemic compared to the pre-pandemic period, and compare learning in classroom situations to distance learning. In 2021, we conducted online interviews with 30 12th-grade students who had participated in the online course offered by the university to prepare for the state mathematics exam. Given that the Estonian education system provides significant autonomy to teachers in selecting their teaching materials and methods, we explore the benefits and challenges of distance learning and the use of digital tools such as online platforms, video conferencing software, and educational apps to support student learning. The study found that teachers did not increase their use of specific ICT tools for teaching mathematics, but instead, relied on established teaching methodologies. Furthermore, the survey showed that learners expect an online course to be rich in video material and real-time meetings, so that they can get prompt feedback on questions and problems that arise. While digital tools have opened up new possibilities for distance learning, there must be a balance between technological innovation and human connection to create effective and meaningful learning experiences.

Pentingnya Pendidikan Karakter untuk Siswa Sekolah Dasar dalam Semangat Belajar melalui Mencintai Orang Tua di SDN Ambulu 3

Education is a fundamental component in the development of a nation, particularly for a developing country like Indonesia, which requires a generation of high-quality successors. To support this need, the government has implemented a 12-year compulsory education policy, covering education from Elementary School (SD) to Senior High School (SMA). Elementary School serves as the foundational stage for students' learning. However, academic education alone is insufficient to create a quality generation; character education also plays a key role in shaping individual attitudes. As moral values are increasingly eroded by modern developments, character education becomes even more essential. This study was conducted on 6th-grade students at SDN Ambulu 3, employing an approach that emphasizes the importance of appreciating parents. This approach aims to enhance students' awareness of their parents' roles in their lives and their responsibilities as learners. Data analysis was carried out using a qualitative descriptive method, with letter writing as the research instrument. The results indicate that character education with a focus on appreciating parents is effective in boosting students' enthusiasm for learning.

Persepsi Bentuk Penugasan Mata Pelajaran Geografi dalam Penerapan Kurikulum Merdeka

Education reflects society's ability to produce competent individuals who contribute positively. As times evolve, the education system undergoes transformation to meet modern era demands. Technological and informational advancements influence students' knowledge, skills, and social aspects in completing tasks, encouraging them to be more adaptive. Indonesia has implemented various curricula, with the Merdeka Curriculum being the latest. This curriculum is expected to deepen conceptual understanding and strengthen student competencies in the dynamic global era. This study analyzes the perceptions of 10th-grade public high school students in Tapos District, Depok, regarding geography subject assignment forms in the Merdeka Curriculum. Using a quantitative descriptive approach with a questionnaire as the main instrument, this study finds that the majority of students (64%) have a good perception of these assignment forms. The implementation of the Merdeka Curriculum shows variations in assignment forms, including print-based technology, audio-visual, computer, and their combinations. In conclusion, students have a positive understanding and view of various geography assignment forms in the Merdeka Curriculum.

The Representation of Global Competence in a Senior High School English Textbook in Indonesia

Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.