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

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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