This document summarizes a study on applying reciprocal teaching to teach straight line equations in secondary school mathematics. The study found that:
1) Students who learned using reciprocal teaching had better learning outcomes than those taught through conventional methods.
2) Reciprocal teaching was an effective model for teaching straight line equations. Both students and teachers responded positively to this approach.
3) Reciprocal teaching helped students communicate knowledge through discussion, ask questions, and summarize what they learned. It trained them to be more independent learners.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Reading Comprehension Strategies: An International Comparison of Teacher Pref...juraikha
To increase the likelihood that reading comprehension strategies are effectively used in
schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as
beneficial in regard to their particular area of expertise.
Do you have English language learners, exceptional children, or gifted students in your classroom? Are you looking for a strategy to meet the needs of all readers? Are you looking to increase rigor? Join us as we examine Reciprocal Teaching, a collaborative strategy designed to challenge and support all readers.
14.028,2014,lewis,ncmle14,ncmsa14,waycaster
Do you have English language learners, exceptional children, or gifted students in your classroom? Are you looking for a strategy to meet the needs of all readers? Are you looking to increase rigor? Join us as we examine Reciprocal Teaching, a collaborative strategy designed to challenge and support all readers.
Do you have English language learners, exceptional children, or gifted students in your classroom? Are you looking for a strategy to meet the needs of all readers? Are you looking to increase rigor? Join us as we examine Reciprocal Teaching, a collaborative strategy designed to challenge and support all readers.
Reciprocal Teaching presentation for the North Carolina Reading Association Conference by Kristen Borge, Kimberley Gilbert, Jennifer Jones, Elizabeth Swaggerty, and Ruby Timberlake. Website: http://tinyurl.com/reciprocalteaching
Running Head LEADERSHIP AND COLLABORATION IN TEACHING .docxwlynn1
Running Head: LEADERSHIP AND COLLABORATION IN TEACHING 1
LEADERSHIP AND COLLABORATION IN TEACHING
Name
Institutional affiliation
Date
LEADERSHIP AND COLLABORATION IN TEACHING 2
Students with disabilities need special attention when it comes to learning. Inclusive
learning has been adopted by many teachers across the world. This is where they would prefer
students with disabilities to learn in general classrooms alongside with non-disabled students.
Special education teachers should serve as leaders who assists general education teachers in
learning the needs of the students with disabilities. (Mulholland & O'Connor 2016). And how they
are supposed to be treated in order to have a good understanding of subjects as mathematics.
The teachers have an opportunity to demonstrate collaborative leadership and make sure
that students are satisfied from their mode of teaching. Team teaching is important in inclusive
learning. It helps special needs children have social interactions with their peers hence gaining
positivity. There have been collaboration models that teachers are using in order to be successful
in their activities and satisfying the needs of the students.
The learning center collaboration model is important as different teachers gather in a room
where students are arranged into groups. Special needs students help in giving instructions to other
teachers on how to handle the mild disabled students. The other model is the alternative
collaboration setting where special education teachers may work with paraeducators and ensure
that the student programs are followed. (De Melendez & Beck 2018). Students are divided into
small groups hence getting a chance with their instructors one on one. Inclusive learning will give
a chance to the mild disabled students to learn how to solve mathematical problems easily. This is
because they are interacting with other students under good guidance from different teachers and
paraeducators.
Teachers should adopt ways to come up with a safe and inclusive environment to students
with disabilities. They should encourage all students to be one’s keeper even outside classrooms.
This way, students who are fast learners will help students with mild disabilities to solve
LEADERSHIP AND COLLABORATION IN TEACHING 3
mathematical problems. Second, they should encourage students based on life experiences. Show
them that anything is achievable when it comes to the real world. (Ismail & Muhammad 2018). By
doing this, teachers will help in creating an environment which is culturally responsive with good
social interactions and better learning activities.
Team teaching may .
The purpose of this study is to analyze the relationship between
metacognitive ability and learning autonomy as a strategy for improving
student learning outcomes. Metacognition has a major contribution to the
success of learners because it is mainly concerned with the process of
thinking. For this reason, the classroom environment must be designed to
allow learners the opportunity to autonomously determine their learning
strategies. Autonomous learning itself has a close relationship with the ability
of learners to express, be more creative, have self-esteem, and understand
conceptual learning that is more challenging. The method used in this
research is the descriptive correlational method, with a sample of 30 students
from the Department of Language and Arts. The research sample was
students from the first semester of 2018/2019, who were chosen randomly.
Data were collected through questionnaires and tests. The results showed that
there was a significant correlation between metacognitive ability, learner’s
autonomy, and learning outcomes in Indonesian language courses. These
results indicate that there is an encouragement for students to increase their
learning capacity for themselves. Also, they are encouraged to develop their
learning strategies and have the opportunity to make decisions, especially in
developing ideas.
Running Head: INTERVENTION 1
INTERVENTION
Name
Institutional affiliation
Date
INTERVENTION 2
Struggling students in mathematics need some intervention strategies to help them develop
positive attitude towards math and improve their performance. Tutors however need to connect
with their students. Establishing a good relationship with your students will enable them open up
on the areas they are facing problems. (Morin & Raver 2017). I have continued to work with my
mentor teacher in creating an intervention plan for the 15 students who had struggles in solving
math problems in clinical field experience B.
We have identified different levels of intervention strategies. They will help students in
understanding the context, apply them in solving multi-step math problems. The strategies will
also guide me in content delivery. In clinical field B we had looked at two intervention strategies;
monitoring the students progress and giving feedback them feedback in order to motivate them to
continue with the spirit of working hard. (Rubie-Davies & Rosenthal 2015). I have given the
students the assignments that they are supposed to tackle so that I can observe their progress. For
this lesson I have identified other three intervention strategies that will help students in tackling
multi-step mathematical problems.
The first intervention strategy for struggling students is providing students with rich ideas
during math lesson. This will help students to fully understand the context and get knowledge on
how to handle math procedures. The second strategy is providing step by step instructions to help
the struggling students know how to tackle problems in each step. Clear instructions are important
since they make math language easier. Last, practicing basic facts. I will guide them on how to
handle arithmetic daily during their free time to get used to math problems. (Morin & Raver 2017).
This will increase their confidence and speed hence overall performance improvement. I will use
these strategies even in my future professional practice to motivate my students to getting higher
grades.
INTERVENTION 3
However, I need materials and procedures for better implementation of the intervention
strategies. I will need various mathematical textbooks in order to learn different ideas on helping
struggling students. In the second strategy of providing clear instructions to students, I will need
visual aids like projectors. This will help me in ...
Guided Response Respond to a minimum of two classmates’ posts. jesseniasaddler
Guided Response:
Respond to a minimum of two classmates’ posts. What perceptions did you share? How did your perceptions differ?
I will attach my work so you can see what I share and differ with my Two peers.
Lezlie Porter
How each teacher models what you read and learned about formative assessments?
Mr. Mook used his formative assessments by asking questions and having students respond on the standard. By giving students incorrect answers, and having them figure out where the problem went wrong, is assessing whether students can figure out the strategies he has taught them. The exit tickets in second video are used as an assessment in deciding if students have comprehended the objective of the lesson.
Both teachers make a conscious effort to work with and engage their students throughout the learning process. Both teachers have created a safe learning atmosphere. The students are engaged and feel free to voice their opinions and do not fear answering incorrectly. They are working through problems together. The teachers are interested in how the students are finding their answers rather than right or wrong answers.
Our reading states of formative assessment “It consists of ongoing strategies such as questions, quizzes, and observation of student performances and products. It is designed to provide frequent and timely feedback aimed directly at improving teaching and learning” (Lefrancois, G.R. 2013. Ch. 1 Par. 8). Both teachers show their creativity by hands on activities, as well as the exit ticket method. Being creative and observing their students, will prove beneficial for summative assessment.
What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning?
Each teacher made it a point to observe and come back to items their students needed a little extra help with. By framing it as someone other than his students made an error, gave the students power and safety in reworking the problem backwards and finding the error. By having an exit ticket strategy, the teacher knows where students are struggling and may need extra help. This is transpiring along the way in order to prepare for the final summative assessment.
Both teachers are hands on, and provide instant feedback to their students. The importance of formative assessment as provided by LeFrancois, is “Formative assessment is an integral part of the teaching–learning process rather than something that occurs only before or after instruction” (2012. Ch. 1 Par. 15).
How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback?
Feedback from both teachers was within a couple days, and very positive. By providing students a safe environment, they are able to work together or alone in a manner that is non-threatening. The students know their teachers are more interested ...
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
The application of reciprocal teaching on the subject of straight line equation in second grade of junior high school
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
The Application of Reciprocal Teaching on the Subject of Straight
Line Equation in Second Grade of Junior High School
Darsono
Study program of mathematics education, University of Nusantara PGRI Kediri
Darsono@unpkediri.ac.id
Abstract
Mathematics as an abstract science can be easily understood by a junior high school student when it is
accompanied by concrete examples which is appropriate to the situation and conditions encountered. At the level
of cognitive development, children actually very much based on the movements and actions. In this case, the
children will learn at their best way if the initiative is based on the teaching and learning activities. In this way,
the task a teacher is not giving knowledge, but preparing teaching situation that led children to ask questions,
observe, predict, and find a concept of its own. One of the alternatives that can be done by the writer can be done
by assessing the application of reciprocal teaching.
This study is a quasi-experimental study that is preceded by the development of learning tools and research
instruments. Symptoms which will be investigated in this study are first is the difference in learning outcomes of
students who are taught mathematics reciprocal teaching with students who are taught by conventional teaching.
While the symptoms of the two that will be investigated is an overview of some aspects related to the application
of reciprocal teaching which covers; activities of teachers and students in learning, the teacher's response and
the response of students towards learning, the management of teacher learning, mastery of learning.
Based on the results of a descriptive and inferential analysis using Anacova, it is concluded that: (1) there is a
difference between the learning outcomes of students who are taught using reciprocal teaching and learning
outcomes of students who are taught using conventional learning; (2) the application of reciprocal teaching
models turned on on the subject of straight-line equation in the second grade of Junior High school is effective;
(3) the response after being taught by reciprocal teaching shows that most of the students want to attend
classes with reciprocal teaching again and the teacher teaching using reciprocal teaching also respond positively.
It is shown by teacher’s statement saying that applying reciprocal teaching can help students to be able to
communicate knowledge through discussion, ask questions, express opinions in front of other students, and to
train students to be able to make a summary.
Keywords: reciprocal teaching
Introduction
Nowadays the pattern of teaching is too much dominated by teachers, particularly in the transformation of
knowledge to the students. Such learning pattern should be changed by pushing students looking for science
itself. Thus, the teacher is only a facilitator, while the learners / students should find the concepts independently.
The use of the learning model described previously may result in low involvement of the students during the
learning activity and thus decrease their participation . In this case, the role of the student is no longer a subject
of active and creative learning but rather as learning object. The responsibilities of the student in relation to
learning are develop, discover, investigate, and disclose his knowledge to be reduced.
In the effort of anticipating the previously mentioned problems, teachers are required seek and find a
way to motivate students to learn. This understanding implies that teachers are expected to develop a learning
model that can improve the ability to develop, discover, investigate and express students’ ideas thus teachers are
expected to enhance the students' ability to solve problems, including problems in mathematics.
The developments of science and technology, especially information technology takes place more
quickly so that all the information in it, including teaching materials can be obtained quickly and from a variety
of media. With the development of information technology, it's no longer possible to teach all teachers teaching
materials to students. If teachers insist on this attitude, then the only solution is done by craming all the teaching
materials to students. Thus, the teacher will act as the sole source of the most important information
Mathematics is a science having abstract object and thus it can be easily understood by junior high
school students when it is accompanied by concrete examples which are appropriate to the situation and
conditions encountered. At the level of cognitive development, children actually very much based on the
movements and actions. In this case, the children will learn at their best way if the initiative is based on the
teaching and learning activities. In this way, the task a teacher is not giving knowledge, but preparing teaching
situation that led children to ask questions, observe, predict, and find a concept of its own.
Owen (1993) says that only about 30% of the number of students aged 15 years who are able to
determine the gradient of a straight line, and none answer correctly when they are asked whether the two lines
with gradients and parallel or not. In addition, a research by Armis (1995done on second grade students of state
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Junior High School Tanah Datar, West Sumatra states that among 130 students, there is only 17.8% answers
correctly in solving systems of linear equations with two variables using graphs
The above findings are worth to get the attention and thinking in order to fix it. One alternative that
can be taken to overcome the weaknesses as previously described is to develop or implement a learning model
which is suitable for the topic.
Ruseffendi (1979) states that teaching mathematics should be oriented to the question "why" and not
the "how", meaning that students in solving a problem know the reason why doing it and they do not just know
how to do it.
Weinstin and Meyer (in Arends, 1997) states that a good teaching includes teaching students how to
learn, how to remember, how to think, and how to motivate themselves. This kind of teaching is thus commonly
referred to as Learning Strategies . Teachers often require students to learn, but rarely give lessons to students
about how students should learn. They also require students to solve problems, but they rarely give a lesson of
how students should solve the problem.
The main purpose of learning strategies is to teach the learners (students) learn independently (self-regulated
learner). Therefore, the students are expected to: (1) diagnose specific learning situation, (2) select
learning strategies to deal with existing problems, (3) monitor the effectiveness of these strategies, (4) motivate
themselves to be interested in learning situation stage. One of the approaches used in learning which aims to
produce students who are self-learning is reciprocal teaching.
Based on the previous explanation, the purposes of this study are: (a) Knowing the differences in
learning outcomes of students who are treated by using reciprocal teaching and learning outcomes of students
who are treated by conventional learning in math; (b) Knowing the effectiveness of reciprocal teaching on the
subject of straight line equation in second grade of junior high school; (c) Knowing the student's response after
reciprocal teaching is done.
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1. Reciprocal Teaching
According to Weinstein and Meyer (in Slavin: 1996) good teaching includes; teaching students how to learn,
how to remember, how to think, and how to motivate themselves. And many educators agree on the opinion that
to teach students about how to learn is something that is very important and it is a key to achieve educational
goals
Learning strategies related to behavior and thought processes influence on what students learn, includes
the process of remembering and meta-cognitive processes. Michael Pressley (in Arends, 1997) says that the
process of remembering and metacognitive processes is a strategy used to solve the problem of learning in
general. For example, in making a report, it requires a process of thinking and doing certain behavior like
expressing ideas, summarizing, making notes to monitor a person's mind. Thus, to prepare the report students
should use several strategies to learn
The main objective of the strategy is to teach students to learn independently. Some of the terms used to
describe this type of learning is independent learner, strategic learner, self-reguleted learner (self-learning). The
term used here is self-regulated learner (self-learning).
In a self-learning (self-regulated learner), which is the preferred one or the most expected , student can
do four important things, like (a) diagnose specific learning situation properly; (b) Select appropriate learning
strategies for dealing with a given problem; (c) monitor the effectiveness of the strategy; (d) motivatiesng
themsel to be interested in learning situation until it is complete.
Guided learning strategy that depends on the success requires many students to learn their own skills
and to monitor their own learning. This leads to the importance of learning strategies given to students ranging
from elementary school classrooms to the high school and college. This learning strategy initially focuses on
reading, but subsequently has been successfully applied in the fields of physics, mathematics, and writing
(Arends, 1997).
Activities of students who demonstrate self-regulated learner is a student who can summarize or ask
when reading a passage from a book or listening to the teacher and student presentations are motivated to display
and monitor the success of an operation. The usual approach is used to study the strategy of direct instruction
(direct instruction) and reciprocal teaching. And in this study, the writer will discuss reciprocal teaching.
Reciprocal teaching is a learning designed to teach students about kogintif strategies and to help
students understand the reading well (Arends, 1997). Reciprocal teaching refers to a set of conditions in which
children learn, first undergo a certain set of cognitive activities and new slowly do its own function.
Reciprocal teaching who serve as a helper and a demostrator and rerey they serve as presenters in the
learning process. According to Ann Brown (in Arends, 1997) the teacher teaches students cognitive skills that
create learning experiences in which students mimic certain behaviors and then help students develop skills to
motivate themselves.
In reciprocal teaching, , students are taught four independent comprehension strategies, namely;
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summarizing, asking questions, explaining, and predicting. To implement these strategies, teachers and students
to read the assigned readings in small groups, and four teachers demonstrate these skills is to summarize, ask
questions, explain difficult words, and predict the content of a reading material. During the ongoing learning
activities, students take turns taking over the role of the teacher and act as a discussion leader for the group.
Teachers provide motivation, feedback, and mediators during the implementation of the strategy and the students
learn and help other students or they become "student teachers" (students who acted as a teacher) to teach other
students.
The steps (phases) in reciprocal teaching are as follow: (1) Presenting the objectives of learning and
motivate students; (2) presenting information; (3) Organizing students in groups and demonstrating the
characteristics of reciprocal teaching (4) Training teachers students (students who serve as teachers); (5)
Evaluating learning outcomes and skills expected
2. Releveant theories related to reciprocal teaching
2.1. Piaget Theory
According to Piaget (in Slavin, 1994), humans grow, adapt, and change through physical
development, personality development, socioemotional development, cognitive development. Cognitive
development is a process of genetic, meaning that a process which i based on biological mechanism is the
development of the nervous system. With the ever increasing age of a person the more complex t nerve cell
structure the humans ability is also increasing (in Travers, 1976).
According to Piaget (in Suparno, 2001) cognitive development has three elements, namely; content,
function and structure. The contents are what are known by a person, the content refers to the child's behavior is
reflected in his response to a variety of problems or situations encountered. Function refers to the nature of
intellectual aktivity (assimilation and accommodation) which are fixed and continuously developed throughout
cognitive development. The function itself is made up of organizations and adaptation. While pointing to the
nature of the organizational structure is formed (schemata) which is a high level of mental organization which is
formed on the individual as he interacts with his environemnts.
Organization gives organisms the ability to organize or synchronize the physical processes and
psychological processes to become regular an related systems. The second function is the underlying intellectual
development of adaptation. All organisms are born with a tendency to adjust or adapt to their environment. The
way to adapt will vary differently among orgnisms. Adaptation to the environment is done through two processes,
namely assimilation and accommodation. In the process of assimilation someone uses or structures existing
ability to respond to the problems encountered in the environment. While in the process of a person's property, it
requires the modification of existing mental structures in organizing the response to environmental challenges.
Adaptation is a balance between assimilation and accommodation. If in the process of assimilation, a
person cannot adapt, then there is an imbalance (dis-equilibrium). As a result of this imbalance occurs
accommodation, and the existing structure changes or new structures arise, then the equilibrium occurs. After
equilibration, a person is at a higher cognitive level than before and is able to adapt to the environment.
Utilization of Piaget's theory of learning can be seen in the following activities: (a) Focusing on the
process of thinking or mental processes, and not just at the result. In addition to the correctness of students,
teachers must understand the process used to arrive at the answer to a child's; (b) Give priority to the role of
students in their own initiative and active involvement in learning activities. In the classroom, the presentation of
knowledge so (ready made) is not emphasized, but children are encouraged to discover their own knowledge
through spontaneous interaction with the environment; (c) tolerate the existence of individual differences in
terms of development progress. Piaget's theory assumes that all students grow at the same developmental
sequence, but the growth is taking place at different speeds (Slavin, 1994: 45).
In order to corelate Piaget's theory and reciprocal teaching thus (1) a person receives information or
new experiences then this information will be modified to match the cognitive structures he has and this process
is called assimilation, and if the cognitive structures must be adapted to the information received then a process
of accommodation occurs. This is consistent with the phase-2 (at the time of presentation of the material); (2) a
knowledge can be formed not only individually but socially, it is in accordance with the phase-3 (at the time of
organizing students in groups and demonstrate the characteristics of reciprocal teaching); (3)Meanwhile,
teaching is not to transfer knowledge from teacher to students, but to help a person in order to construct his own
knowledge through the activities of the phenomenon and the object to be known. In this case the teacher is more
active motivating and thought provoking, providing more opportunities for students to express critical ideas and
concepts, which is in line with the 4th phase (when the students train students who will act as a teacher)
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2.2. Vygotsky theory
Vigotsky theory emphasizes the sociocultural nature of learning from. This theory also places emphasis
on the learning. According to this theory, learning occurs when students work or learning to handle the tasks that
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have not been studied by the public and still be in range of students. The tasks that are in the zone of proximal
deve-lopment, which is at a level slightly above the level of development of the child's development in the
present. Furthermore, Vygotsky believes that higher mental functions is generally comes up in conversation /
collaboration among students before the higher mental functions are absorbed.
Another important idea is derived from Vygotsky Scaffolding. Scaffolding means providing large
amounts of aid to students during the early stages of learning and then reduce the effort and provide the
opportunity for students to take greater responsibility as soon as he can do it. The form of assistance in the form
of tips, warnings, encouragement, decomposition solving steps, giving examples, or anything that may result in
the studentst independence.
The relationship between Vygotsky's theory and reciprocal teaching is on phase-3 (at the time of
organizing students in groups and demonstrating the characteristics of reciprocal teaching and 4th phase (during
which the student teachers to train students who will act as a teacher). Students in completing each task discuss
with other friends in the group. If a student can not complete the task correctly and finally be able to complete
with the help of his friend, then these tasks are said to be right in the nearest development zone (zone of
proximal development) students.
There are four learning skills that are expected in reciprocal teaching namely; summarizing, asking
questions, explaining, and predicting, as well as the students who serve as teachers, teachers began to hire and
train the students, then the students gradually to take the initiative themselves. This means that teachers do
Vigotsky theory of scaffolding.
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2.3. Ausubel Learning theory
Learning can be grouped into two dimensions, Ausubel (in Dahar, 1989: 110). First, learning is related
to the way knowledge is presented to students through the admission or discovery. Second, learning is related to
the way how students associate knowledge.
According to Ausubel (in Suparno, 1997; 54), meaningful learning occurs if students try to connect new
knowledge with their knowledge. It happens when students learn concepts and changes in existing concepts. As a
result, the structure of concepts / knowledge that students have changed. In addition, if the new knowledge is not
related to the existing knowledge, the new knowledge that students will learn through rote learning. This is
caused by the process of associating new knowledge with the existing knowledge.
The relationship between Ausubel's theory and reciprocal teaching occurs in phase-2 (at the time the
information is presented), phase-3 (at the time of organizing students in groups and demonstrate the
characteristics of reciprocal teaching), and phase-4 (at the time that the student teachers train students who will
act as a teacher). And in these phases of students are trying to connect new knowledge to prior knowledge
possessed.
3. Finding and discussion
The analysis of the data in this study is done using two data analysis techniques, namely the descriptive analysis
and inferential analysis. Descriptive analysis is used to see the results of student learning, the teacher's ability to
manage learning, teacher and student activities, student response to learning. While the inferential analysis used
to answer the hypotheses in this study. The analysis used isanalysis of covariance.
a. Based on the results of inferential analysis using Anacova, it is obtained value of F * = 0.2699 <F (0.95, 1, 74)
= 3.959. This shows that there is no difference between the learning outcomes of students taught using
reciprocal teaching and learning outcomes of students who are taught by using conventional learning. If the
terms of the significance of the regression coefficients (the regression coefficient is not zero ) then there is a
significant relationship between the value of the initial test (pretest) on student learning outcomes (post-test),
both for the experimental class students and students of control class. Based on the results of the regression
linearity test, both experimental class and the control class it can be concluded that prior knowledge (pre-test)
with student learning outcomes (post-test) is linearly related meaning that students who obtain high
scores on the pretest will also get high marks on the posttest . And based on the analysis of the regression
model homogeneity test both the experimental class and the control class it is obtained value of F * = 2.7383,
whereas the F table for = 0.05 wa s obtained F (1 - , k -1.N-2k) = F (0,95,1,74) = 3.959. Since F * <F
(0,95,1,78), then the coefficient of direction (gradien0 regression model of experimental class and control
class is the same homogeneous / parallel. In other words, the regression models of those two classes is same.
b. Based on the description of the results of research on student learning outcomes using reciprocal teaching
proves to be effective. The data obtained shows that the experimental class of 39 students who follow the
teaching out that 30 students (76.92%) is said to coplete their study. The average proportion of initial test
scores and final test for the experimental class is 0.11 and 0.75, when it is considered in proportion to the
average score of the final test in an increase of 0.64. While the average proportion of test scores for the
beginning and the end of the test control classes respectively 0.16 and 0.71. When it is observed, the average
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proportion of the final test score increased by 0.55. Difference in the proportion of initial test scores and
final test for the experimental class is slightly larger than the difference in the proportion of test scores
beginning and end of the test the control class. This indicates that reciprocal teaching can improve the
achievement of learning outcomes of the conventional learning.
c. Based on the description of the results of research on the achievement of specific learning objectives in
reciprocal teaching, it is found out that from the data obtained; there are 6 out of 8 specific learning goals
formulated is completed by students, or 74.68% of the specified learning objectives are successfully
completed by the student. Because the percentage is less than 85% as determined by Department of
Education and culture, it is then said that that the mastery learning in the classroom of reciprocal teaching is
ineffective.
d. Based on the description of the results of research about teachers' ability to manage turning learning is
effective. The data obtained showed that the average value of the ability of teachers in the introduction is
3.03, giving a chance / appoint a teacher of students is 3, giving students the opportunity to read books and
worksheets is 2.88, encourage students to ask is 3, and guiding students to make a summary as characterized
by reciprocal teaching is 3. . the ability of teachers to close the lesson is 2.94, while the teacher's ability to
manage the classroom atmosphere is 3.03. So it turns out that reciprocal teachig is easily socialized to
teachers.
e. Based on the description of the results of research on teacher activity in reciprocal teaching proves to be
effective. The data obtained shows that during learning activities, reciprocal teaching proves to be able to
increase student engagement and can reduce the dominance of the teacher in the learning activities in the
classroom. Indicators related to the task of the teacher as a facilitator, mentor, and motivator show 3 and 6 to
obtain an average value of 13.12%, for the indicator itself to come to the conclusion that material that has
been discussed with the students is meant to obtain an average value of 11.67%. Thus many teachers
provide time for students to actively construct or find the concept itself. Orientation refers to the teacher in
learning how to learn (how students learn).
f. Based on the description of the results of research about student activity in reciprocal teaching, it proves to
be effective. The data obtained shows that during the activities of reciprocal teaching, a prominent student
activities in student learning is reading a book, making a summary, as well as discussions among the
students. The average percentage of student activity in peer discussion activities is 7.40%. According
Vigotsky students will be smarter if he could explain to his friend and the higher mental functions generally
comes up in conversation or cooperation of individuals before the higher mental functions are absorbed in
these individuals (Slavin, 1997: 49). While the average percentage of students in reading activities and
worksheets students is 18.54%, the activity of the students in presenting ideas on the board and as a teacher
of students is 5.26%. This suggests that to obtain information, it is not enough to just simply listen to a
lecture from the teacher, and the teacher is not the only source of information in the study.
g. the data on student response during reciprocal teaching is as follows: 86% of students express delight as
they are taught using reciprocal teaching, 84% of students say that reciprocal teaching is quaite new concept,
90% of students state that learning devices used help them a lot, 85% of students claim to understand the
language of the book students who made the researcher, and 90% are interested in appearance student book.
It means that most of the students want to attend classes of reciprocal teaching and it affects students’
motivation to learn.
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4. Conclusion and suggestion
4.1. Conclusion
a. Based on the results of inferential analysis using Anacova,it is concluded that there is a difference
between the learning outcomes of students who are taught using reciprocal teaching and learning
outcomes of students who are taught using conventional learning.
b. Based on the results of the descriptive analysis, it is found that the application of reciprocal teaching
on the subject of straight line equation in second grade junior high school is effective.
c. Based on the results of the descriptive analysis, most of the students want to take lessons with
reciprocal teaching, and it affects students’ motivation to learn.
4.2. Suggestion
Based on the finding of the study, there are some suggestion as follow:
a. In this study, there has been a process of implementing reciprocal teaching on the subject of straight line
equation on second grade students of Junior high school. so there should be a trial in another class that will
be able to perfect the devices that have been prepared
b. Reciprocal teaching can be developed for other subjects in accordance with the characteristics of reciprocal
teaching itself, so it can improve the student learning outcomes.
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Vol.5, No.24, 2014
c. From the results of this study, it indicates that reciprocal teaching has not been effective to be applied on the
subjec of straight line equation in terms of the achievement of learning objectives, so it is advisable to
sconduct in depth study and there should be more meetings..
d. To disseminate the existence of reciprocal teaching, there should be workshops or other activities through
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working groups of teachers.
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