Volume 3-Issue 4 (Next Issue October 2018)

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Scientific Approach with Problem Posing Integrated in Introductory Microeconomics Theory, whether Work?

Albrian Fiky PRAKOSO Dhiah FITRAYATI Retno Mustika DEWI
Pages: 1-10

This study aims to improve student learning outcomes in the introductory microeconomics theory subject. This research is included in classroom action research with three cycles. The model is use a scientific approach integrated with problem posing and was conducted on business education student Class A Universitas Negeri Surabaya. This learning model required the students to create a problem. When the students create a problem, they also think about the answer. This stage will make the students thinking twice . The students understanding will increase and have positive impact on improving student learning outcomes by those activity. This paper provides a new view to collaborate between a scientific approach integrated with problem posing to improve student learning outcomes

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A Measurement Of Performance: Student Involvement In Organization and Campus Environment

Hujjatullah FAZZLURRAHMAN Dewie Tri WIJAYATI Andre Dwijanto WITJAKSONO
Pages: 11-22

This study aims to measure student achievement based on the activity that involved in the organization. In addition, the authors also examine the effect of campus environment on student achievement. This research consist 2 models, first model has independent variables (involvement of student and campus environment) and dependent variables (Grade Point Average). Second model, performance orientation as dependent variable.The method used in this study with a quantitative approach, using multiple regression to measure the models. The samples of this study are the students of Bachelor Degree Management. This study shows that the campus environment has an influence on the level or performance orientation student. The students involvement in the organization has negative affect to the Grade Point Average (GPA),. Not that because they actively organize to make the GPA is low. The campus environment has no effect on the GPA but the effect on the level of performance orientation.

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Implementation of Thematic Instructional Model in Elementary School

Chumdari Sri Anitah Budiyono Nunuk Suryani
Pages: 23-31

The purpose of this research is to know the implementation of thematic instructional model and the achievement of student learning outcomes in the field of knowledge, skills, and attitude/character. This quantitative research was conducted in Elementary School in Surakarta City, from November 2015 to February 2016. The teachers and 63,433 students from 253 elementary schools became the population of this study. Samples were obtained through multistage cluster random sampling technique. The samples were eight classes from six schools in Laweyan Sub-district. Data collection involved observation, interview, questionnaire, and documentation technique. Data analysis used comparative analysis technique. The result of the research showed that in general, the thematic learning works appropriately. It can be elaborated as follows: (1)The planning and implementation of thematic learning is classified appropriate, (2) Student learning activity is less optimal mainly due to direct learning methods, (3) Average score of learning implementation is 76.5 on a scale from 0-100, (4) Average score of learning outcomes in terms of knowledge and skills is 83.5 on a scale from 0-100, (5) Average score of attitude aspect (behavior, craft, and neatness) is classified as ‘Good’, (5) Average score of student characters is 2.77 on a scale from 0-4. The score is categorized ‘Good’ or ‘in progress’, in which the students have shown particular but inconsistent behaviors. This character should be improved. In overall, the thematic model in Elementary School has been successfully implemented.

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Primary School Teachers’ Classroom-based Assessment Feedback Culture in English Language

Achu Charles Tante
Pages: 32-47

Classroom-based assessment feedback is considered pivotal for language learning especially for ESL, where it is used for instruction and daily chores. It is important for Communicative Language Teaching curriculum, where the emphasis is to engage the learner in an interactive fashion. Through classroom-based assessment feedback learners are scaffolded to new knowledge and skill in English language. As a result, teachers’ classroom feedback could be important in enhancing the language of a learner, although the question of relevant and appropriacy looms up. It would be difficult for learners to process classroom-based assessment feedback that develops and improves their English, if there is no alignment between the objective of a lesson and feedback from the teaching input.This article is concerned with the culture of primary school teachers’ practice of classroom-based assessment feedback in English-speaking Cameroon where the language is a school subject as well as it is used across the curriculum. The researcher sat through 30 different lessons as a non-participant observer. In addition, 100 pages of photocopies from children’s English language exercise books of lessons observed were collected. A semi-structured interview was also conducted with teachers observed. From the analysis of data, it was shown that teachers most of the times made classroom-based assessment feedback culture of learning, not for learning. It was also indicated that teachers conflated the notions of assessment feedback, evaluation, and test. While teachers were aware of feedback but it was only on the surface, just like Continual Professional Development (CPD). Several factors appear to work against effective classroom-based assessment feedback culture feedback such as government policy on school assessment, inadequate teacher professional development support, difficult working conditions, and lack of knowledge base for different domains of feedback. The findings are discussed and implications drawn regarding appropriate classroom-assessment feedback culture both in national and similar international contexts for teachers, teacher trainers, school supervisors, and researchers.

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Inheritance National Culture Through Learning in Elementary School at Disruptive Era: Case Study in Surakarta Indonesia

Roy Ardiansyah Suharno Triyanto
Pages: 48-53

Cultural inheritance is one of the functions of education implementation. The purpose of this research is to describe the nation's cultural heritage in elementary school. This research uses a qualitative approach. The subjects of this study include 3 teachers and 68 students in the city of Surakarta. Data collection used is participative observation, in-depth interviews, and document studies Data analysis used is Interactive Analysis Miles and Huberman. The results showed that the nation's cultural inheritance in the implementation of the learning process in elementary school through the habituation of singing regional songs and the integration of cultural subjects in elementary schools such as Javanese, Karawitan, and Javanese dance

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The Factors That Affecting the Product Purchasing Decision Through Online Shopping By Students of Surabaya State University

Muhammad Edwar Rizki Ayu Agustin Diansari Nur Fahmi Winawati
Pages: 54-64

The internet technology made information can be obtained from all over the world regardless of time and geographical limits for its connected by a global computer system, it can encourage people to make product purchasing decisions through online shopping. This study aims to determine the factors that influence product purchasing decisions through online shopping. This research method is confirmatoring factor analysis. Data were collected through observation, interviews, questionnaires and documentation. Questionnaire included 125 respondents who have made a purchasing products through online by the marketplace with a minimum of twice purchases. The results showed that the factors that influence the product purchasing decisions through online there are trust, price, and time.

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An Assessment of Item Statistics Estimates of Basic Education Certificate Examination through Classical Test Theory and Item Response Theory approach

Musa Adekunle Ayanwale Joshua Oluwatoyin Adeleke Titilayo Iyabode Mamadelo
Pages: 55-67

In this study, the researchers assessed comparability of item statistics of 2017 basic education certificate mathematics examination of National Examinations Council (NECO) through Classical Test Theory (CTT) and Item Response Theory (IRT) measurement frameworks. The study adopted instrumentation design. A 60-item NECO basic education certificate education mathematics objective test paper I was administered to 978 basic nine examinees, randomly selected from Osogbo and Olorunda Local Government Area, Osun State, Nigeria. The responses of the examinees to the test data were analysed using Marginal Maximum Likelihood Estimation of JMETRIK software. The result showed that the test data obey the assumption of unidimensionality of 3-parameter logistic model and Classical Test Theory measurement framework deleted more items 33 (55%) compare to IRT measurement framework 12 (20%). Also, it was observed that item statistics from the two contrasting frameworks (CTT and IRT) were not comparable. Moreover, further analysis showed that there was low correlation among the item statistics index. The implication of this is that NECO should jettison the use of Classical Test Theory and embrace utilization of Item Response Theory framework during their test development and item analysis.

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Numbered-Board Quiz with TGT to Improve Students’ Science Achievement based on Learning Motivation

Tantri Pradhita Yudhi Astri Gunarhadi Riyadi
Pages: 68-76

This research is conducted to know the effect of Team Games Tournament (TGT) learning model with “Numbered-Board Quiz” game in increasing science learning achievement of four grade students in Sawahan, Madiun. This quasi-experimental research used pretest-posttest control group design. The samples in this research was 154 students from 6 elementary schools, 79 students are in experiment group and 75 students are in control group. Students in experiment group are given treatment with TGT learning model while students in control class are given treatment conventional learning model that is direct teaching. Data analysis used ANOVA in this research indicate that learning model and the students 'learning motivation have a significant impact on the science course achievement. Students’ science achiement used Teams Games Tournament with Numbered-Board Quiz is better than the science learning achievement used direct learning. After this study, it’s expected that many learning model innovations are used by teachers in teaching and learning activities.

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The Effectiveness of eBook versus Printed Books in the Rural Schools in Indonesia at the Modern Learning Era

Tri Nugroho Budi Santoso Siswandari Hery Sawiji
Pages: 77-84

This article is an advanced research from previous research, which aimed to test the use of eBooks and printed books in the schools outside urban areas. This study employed a quantitative approach, using the General Linear Model (GML) through Univariate analysis technique. The data-collection Instruments were the students' learning outcomes' documents. The data obtained were processed using IBM SPSS Statistic 21. The results showed the value of Sig (0.000) < α (0.05) so that H0 is rejected. Hence, there is an influence of teaching materials on the students' learning outcomes. Covariant analysis results in column B by 5.573 points showed that the learning outcomes of the students who used eBooks were higher by 5.573 points than those using printed books. This study employs that rural schools also experience the impact of digitalization era in the modern learning era, as evidenced by the effectiveness of using eBooks which is higher than that of using printed books. Limited facilities are not the main thing in improving the quality of learning.

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The Assessment of Critical-Thinking-Skill Tests for Accounting Students of Vocational High Schools

Maskhur Dwi Saputra Soetarno Joyoatmojo Dewi Kusuma Wardani
Pages: 85-96

This research aimed to develop test-items of critical-thinking skills for Vocational High School (VHS) students of accounting skill program. This research was a research and development with 4-D model (Define, Design, Develop, Disseminate). The sample in this study was VHS students in accounting skill program in Surakarta City, Central Java Province, Indonesia. The sampling technique used cluster random sampling while the data collection technique used questionnaires and test-items. This research developed an essay test consisting of 14 items based on critical-thinking indicators. The results of this study were (1) The assessment of the test-items by experts based on the materials was 91.07%, based on the construction was 71.45%, and based on the language was 80.98%; (2) The results of trials to the students are as follows; (a) There were 8 valid items and 6 invalid items; (b) The level of reliability of the test items was 0.6548 greater than 0.6, so the test items were reliable; (c) Therewere 5 easy items, 9 medium items, and 0 difficult item; (d) In terms of discriminating power, 6 items were in good category; 2 items were in fair category; and 6 items were in poor category. Based on the results of the expert judgements and trials, it can be concluded that there were 6 feasible items

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A Research of The Relationship Between High School Students' Social Media Usage and Their Well-Being

Hilal Alkan Büşra Doğan
Pages: 97-102

This study aimed to assess whether or not the social media usage of high school students predicts levels of their well-being. Social Media Use Integration Scale is applied to students in order to measure the social media usage of students while Well-Being Scale is applied in order to measure their well-being. The study is conducted with 262 (142 female, 120 male) high school students studying in an educational institution in Uskudar district of Istanbul. As a result of the scale evaluations made, it was seen that Facebook usage did not predict Well-Being significantly. According to the results, the Facebook usage of high school students is low and it is not predictive of Well-Being.

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