The translation between mathematical representations was one of the indicators in understanding mathematical concepts. Understanding the things related to the process of student representation translation was very important in learning mathematics. One of the activities that plays a role in translation was unpacking the source. This study aimed to determine the characteristics of student activity in unpacking the source when doing the process of translational verbal representation to the graph. This research was using a qualitative research. The subject of this research were twenty mathematics education students. Selection of research subjects used purposive sampling. The data were collected by test and interview. The results showed that the characteristics of student activity in unpacking the source were two that are drawing scheme of verbal situation and interpreting verbal information with its own language. In addition, there were still many students failed in translation because of difficulties in unpacking the source. The results of this study were expected to add insight into learning to minimize student difficulties in unpacking the source.
A Mamdani Fuzzy Model to Choose Eligible Student EntryTELKOMNIKA JOURNAL
This paper presented about study that have been created a new student choosing system by
using fuzzy mamdani inference systems method. Fuzzy mamdani is used because it has characteristics
such as human perceptions on choosing of students with some specified criteria. The choosing students
who want entry to the school have been difficult if it is manually process. With the fuzzy mamdani, the
process can be possible completed execute and can be reduced the time of choose. To accomplish the
process, the fuzzy variable is created by the national final exam scores, report grade, general competency
test, physical test, interview and psychological test. Based on testing 270 data, the fuzzy mamdani has
been reached 75.63% accuracy.
Decision-Making Model for Student Assessment by Unifying Numerical and Lingui...IJECEIAES
Learning assessment deals with the process of making a decision on the quality or performance of student achievement in a number of competency standards. In the process, teacher’s preferences are provided through both test and non-test, generally in a numeric value, from which the final results are then converted into letters or linguistic value. In the proposed model, linguistic variables are exploited as a form of teacher’s preferences in nontest techniques. Consequently, the assessment data set will consist of numerical and linguistic information, so it requires a method to unify them to obtain the final value. A model that uses the 2-tuple linguistic approach and based on matrix operations is proposed to solve the problem. This study proposed a new procedure that consists of four stages: preprocessing, transformation, aggregation and exploitation. The final result is presented in 2-tuple linguistic representation and its equivalent number, accompanied by a description of the achievement of each competency. The α value of 2-tuple linguistic in the final result and in the description of each competency becomes meaningful information that can be interpreted as a comparative ability one student has related to other students, and shows how much potential is achieved to reach higher ranks. The proposed model contributes to enrich the learning assessment techniques, since the exploitation of linguistic variable as representation preferences provides flexible space for teachers in their assessments. Moreover, using the result with respect to students’ levels of each competency, students’ mastery of each attribute can be diagnosed and their progress of learning can be estimated.
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
This document introduces a new pedagogical approach called "technological persuasive pedagogy" to more effectively persuade students in computer-based mathematics learning. It discusses prior models and theories of persuasion and identifies 16 principles that can be used to 1) improve negative attitudes, 2) increase positive attitudes, or 3) prevent declines in positive attitudes. The document outlines the content analysis method used to extract these principles from literature on persuasion in education. It describes coding and reliability testing of the principles to develop a codebook for applying them in computer-based mathematics classrooms.
The purpose of this study is to determine the mathematics teacher performance category in building high order thinking skills (HOTS) of students. The study was conducted on 560 students taken randomly from ten junior high schools and eight high schools from eight districts in North Sumatra Province. Data collection techniques and instruments are carried out by giving questionnaires to students which contain a number of questions about students' assessment of the mathematics teacher's performance in constructing the HOTS indicator. Based on descriptive analysis, it was found that the performance of mathematics teachers built HOTS indicators, namely (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning is enough category. The results of analysis of variance show that teacher performance builds (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning significantly influences students' abilities.
This study tested the effectiveness of algo-heuristic models in improving elementary school teacher education students' academic achievement in statistics. It involved 3 phases: 1) small group testing by instructional design and statistical learning experts, 2) large group testing by course lecturers, and 3) testing the effectiveness on students. The evaluation consisted of expert testing the theoretical quality, testing with a small group of lecturers, and large group pre-experimental testing to determine the effectiveness of the algo-heuristic model in improving student learning. The results showed a statistically significant increase in post-test scores compared to pre-test, indicating the algo-heuristic learning was effective in improving student learning of statistics.
This document summarizes a study that investigated how students' learning progresses through five levels of activity for multiplying fractions with natural numbers based on a Realistic Mathematics Education approach. The study used a Hypothetical Learning Trajectory to guide activities centered around measuring lengths on a running route. Results showed students were able to develop informal strategies into more formal mathematical understanding by using tools like number lines. The five levels of activity were found to support progressive learning from concrete to abstract concepts.
This document summarizes research being conducted in the Department of Mathematics. It outlines two main areas of research: Pure Mathematics and Mathematics Education. The Mathematics Education team is listed, including their research areas such as beliefs, development of mathematical knowledge, textbook studies, and proof/reasoning. Several PhD projects are summarized that examine teachers', students', and pupils' mathematical beliefs as well as proportional reasoning and rational numbers. Additional research includes studies on proof and inquiry-based learning, and comparative analyses of textbook use in mathematics classes.
Effect of scoring patterns on scorer reliability in economics essay testsAlexander Decker
1) The study investigated the effect of different scoring patterns on scorer reliability when grading economics essay tests.
2) The findings showed that scoring items across all student responses (one question at a time for all students) produced more consistent scores between scorers compared to other patterns like scoring all items for one student.
3) It is recommended that scoring items across all responses be adopted to improve reliability when grading economics essay tests.
A Mamdani Fuzzy Model to Choose Eligible Student EntryTELKOMNIKA JOURNAL
This paper presented about study that have been created a new student choosing system by
using fuzzy mamdani inference systems method. Fuzzy mamdani is used because it has characteristics
such as human perceptions on choosing of students with some specified criteria. The choosing students
who want entry to the school have been difficult if it is manually process. With the fuzzy mamdani, the
process can be possible completed execute and can be reduced the time of choose. To accomplish the
process, the fuzzy variable is created by the national final exam scores, report grade, general competency
test, physical test, interview and psychological test. Based on testing 270 data, the fuzzy mamdani has
been reached 75.63% accuracy.
Decision-Making Model for Student Assessment by Unifying Numerical and Lingui...IJECEIAES
Learning assessment deals with the process of making a decision on the quality or performance of student achievement in a number of competency standards. In the process, teacher’s preferences are provided through both test and non-test, generally in a numeric value, from which the final results are then converted into letters or linguistic value. In the proposed model, linguistic variables are exploited as a form of teacher’s preferences in nontest techniques. Consequently, the assessment data set will consist of numerical and linguistic information, so it requires a method to unify them to obtain the final value. A model that uses the 2-tuple linguistic approach and based on matrix operations is proposed to solve the problem. This study proposed a new procedure that consists of four stages: preprocessing, transformation, aggregation and exploitation. The final result is presented in 2-tuple linguistic representation and its equivalent number, accompanied by a description of the achievement of each competency. The α value of 2-tuple linguistic in the final result and in the description of each competency becomes meaningful information that can be interpreted as a comparative ability one student has related to other students, and shows how much potential is achieved to reach higher ranks. The proposed model contributes to enrich the learning assessment techniques, since the exploitation of linguistic variable as representation preferences provides flexible space for teachers in their assessments. Moreover, using the result with respect to students’ levels of each competency, students’ mastery of each attribute can be diagnosed and their progress of learning can be estimated.
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
This document introduces a new pedagogical approach called "technological persuasive pedagogy" to more effectively persuade students in computer-based mathematics learning. It discusses prior models and theories of persuasion and identifies 16 principles that can be used to 1) improve negative attitudes, 2) increase positive attitudes, or 3) prevent declines in positive attitudes. The document outlines the content analysis method used to extract these principles from literature on persuasion in education. It describes coding and reliability testing of the principles to develop a codebook for applying them in computer-based mathematics classrooms.
The purpose of this study is to determine the mathematics teacher performance category in building high order thinking skills (HOTS) of students. The study was conducted on 560 students taken randomly from ten junior high schools and eight high schools from eight districts in North Sumatra Province. Data collection techniques and instruments are carried out by giving questionnaires to students which contain a number of questions about students' assessment of the mathematics teacher's performance in constructing the HOTS indicator. Based on descriptive analysis, it was found that the performance of mathematics teachers built HOTS indicators, namely (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning is enough category. The results of analysis of variance show that teacher performance builds (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning significantly influences students' abilities.
This study tested the effectiveness of algo-heuristic models in improving elementary school teacher education students' academic achievement in statistics. It involved 3 phases: 1) small group testing by instructional design and statistical learning experts, 2) large group testing by course lecturers, and 3) testing the effectiveness on students. The evaluation consisted of expert testing the theoretical quality, testing with a small group of lecturers, and large group pre-experimental testing to determine the effectiveness of the algo-heuristic model in improving student learning. The results showed a statistically significant increase in post-test scores compared to pre-test, indicating the algo-heuristic learning was effective in improving student learning of statistics.
This document summarizes a study that investigated how students' learning progresses through five levels of activity for multiplying fractions with natural numbers based on a Realistic Mathematics Education approach. The study used a Hypothetical Learning Trajectory to guide activities centered around measuring lengths on a running route. Results showed students were able to develop informal strategies into more formal mathematical understanding by using tools like number lines. The five levels of activity were found to support progressive learning from concrete to abstract concepts.
This document summarizes research being conducted in the Department of Mathematics. It outlines two main areas of research: Pure Mathematics and Mathematics Education. The Mathematics Education team is listed, including their research areas such as beliefs, development of mathematical knowledge, textbook studies, and proof/reasoning. Several PhD projects are summarized that examine teachers', students', and pupils' mathematical beliefs as well as proportional reasoning and rational numbers. Additional research includes studies on proof and inquiry-based learning, and comparative analyses of textbook use in mathematics classes.
Effect of scoring patterns on scorer reliability in economics essay testsAlexander Decker
1) The study investigated the effect of different scoring patterns on scorer reliability when grading economics essay tests.
2) The findings showed that scoring items across all student responses (one question at a time for all students) produced more consistent scores between scorers compared to other patterns like scoring all items for one student.
3) It is recommended that scoring items across all responses be adopted to improve reliability when grading economics essay tests.
Full indo ms-jme-rully-charitas-indra-prahmanamafia_konoha
This document summarizes a research study that examined using an Indonesian traditional game called Permainan Tradisional Tepuk Bergambar (PT2B) to help third grade students understand the concept of multiplication. The study found that embedding mathematical concepts within the context of a traditional game helped stimulate students' understanding as they discovered, described, and discussed strategies. It helped students develop their understanding of multiplication from an informal to a more formal level. The learning trajectory that engaged students in meaningful activities within the PT2B game context played an important role in their conceptual understanding of multiplication as repeated addition.
This study applied a content analysis method to compare how the algebraic topic of using symbols for unknown quantities is presented in elementary school mathematics textbooks from Taiwan (Nani), Singapore (My Pals Are Here!), and Finland (Laskutaito). Specifically, differences in question types (purely mathematical, verbal, visual, or combined representation), contextual versus noncontextual presentation, and pedagogical content design were compared. The findings showed that (1) fewer visual representations are found in Nani compared with the other textbooks; (2) Taiwan uses more contextual problems than the other countries; and (3) the content design in Taiwan focuses on applying the equivalent axiom to solve for unknown quantities, whereas Singapore and Finland use line segments or divide concepts in geometry graphs. In addition, the Singaporean textbooks teach algebraic simplification, providing this topic earlier than the other countries and enabling students to form connections with junior high school learning. Other implications of this study are discussed, and suggestions for future research are provided.
This document summarizes a study that aims to determine the optimal number of assignments to collect from teachers and raters needed to accurately assess teacher assignment quality. Previous research found high quality assignments are rare, and that students of all achievement levels benefit from higher quality assignments. The goals of this study are to find the number of assignments needed per teacher and optimal number of raters. The researchers use generalizability theory to analyze the data and determine the best combination of assignments and raters needed to reliably measure teacher quality while minimizing costs and time.
This research study module published by NCETM was developed by Anne Watson based on the paper Growth Points in Understanding of Function published in Mathematics Education Research Journal.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
Best and effective strategis for IELTS PreparatiuonLord Robin
This study investigated the relationship between Iranian test-takers' use of cognitive and metacognitive strategies and their performance on the reading section of the IELTS exam. 60 Iranian EFL learners completed a sample IELTS reading test and a questionnaire about their cognitive and metacognitive strategy use while taking the test. The results showed a strong positive correlation between strategy use and reading test performance. No significant differences were found in strategy use between male and female test-takers. The findings suggest cognitive and metacognitive strategies are important for performance on the IELTS reading section.
The document summarizes a proposal to evaluate the effectiveness of using computer assisted pronunciation training (CAPT) tools to improve English pronunciation among vocational college students in Taiwan. It outlines a study that would involve a pre-test and post-test of pronunciation quality for an experimental group receiving 12 weeks of blended CAPT and teacher-led instruction, compared to a control group receiving traditional teacher-front instruction. Reliability of scoring would be assessed using Cronbach's alpha. ANOVA analysis would examine differences in pre-test and post-test scores between the groups to evaluate if CAPT is effective in improving pronunciation.
This research plan aims to study the effectiveness of teacher written corrective feedback on student writing accuracy based on their English proficiency levels. The study will use a 3 x 3 factorial design to investigate the impact of three different types of feedback (direct, indirect, and metalinguistic) on three levels of students (low, intermediate, high) based on pre-test TOEFL scores. Fourth semester students majoring in English education will be the population sample. Students will complete a pre-test TOEFL, process writing assignments with one of the three feedback types, and a post-test TOEFL. Writing accuracy errors will be analyzed using descriptive statistics, checking statistical assumptions, and inferential or nonparametric tests to
1) The document summarizes literature on students' strategies, episodes and metacognitions during mathematical problem solving. It discusses problem solving strategies, cognitive and metacognitive problem solving episodes, and components of metacognition.
2) The study aims to investigate the problem solving strategies, episodes and metacognition of 5 Turkish students and how these factors influence their problem solving success. Insights could help improve mathematics education.
3) The conclusions confirm the students' academic success levels matched their problem solving behaviors. Choosing correct strategies and efficiently changing strategies when needed relates to higher success. Metacognition, like recognizing mistakes, relates strongly to reaching correct answers.
This study aims to produce a learning trajectory using the mathematical modeling in helping students to understand the concept of algebraic operations. Therefore, the design research was chosen to meet the research aims and to give in formulating and developing local instructional theory in learning algebraic operations.Learning trajectory designed in the early phases and tested on 34 seven-grade students in SMP N 10 Palembang. Data collection was conducted through observation by recording the learning process that occured in the classroom and students’ group work was evidenced by video and photos. Data was analyzed qualitatively by describing actual learning which happened in pilot experiment and teaching experiment. There are 3 learning activities in the design of this study. These 3 activities are designed based on the steps of the Mathematical Modeling, activity 1 meaning of algebraic expressions, activity 2 addition of algebraic and activity 3 subtraction of algebraic. Based on the result, it can be concluded that activity which has been designed can help the students in learning algebraic operations using mathematical modeling. Used mathematical modeling can help student solve the problems and understand concept are structured using the assumptions and model start they design so gradually developed into formal mathematics.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
The effectiveness of evaluation style in improving lingual knowledge for ajlo...Alexander Decker
1. The study aimed to investigate how evaluation style can improve linguistic knowledge for female students at Ajloun College.
2. The sample consisted of 45 students divided into 3 groups: one evaluated by the teacher, one evaluated by classmates, and one self-evaluated.
3. The results showed statistically significant differences between the groups, with the group evaluated by classmates performing best, followed by the self-evaluated group, suggesting evaluation style can impact linguistic knowledge.
The document provides an overview of data analysis concepts and methods for qualitative and quantitative data. It discusses topics such as descriptive statistics, measures of central tendency and spread. It also covers inferential statistics concepts like ANOVA, ANCOVA, regression, and correlation. Both the advantages and disadvantages of qualitative data analysis are presented. The document is a presentation on research methodology focusing on data analysis.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
Effects of Task-based language teaching on grade five students reading perfor...Mesfin Eyob
This document summarizes a study on the effects of task-based language teaching (TBLT) on the reading performance of grade 5 students in Mekelle City, Ethiopia. The study used a quasi-experimental pre-test post-test design with an experimental and control group. Results showed that students in the experimental group, who received TBLT, performed significantly better on the post-test than the control group. Additionally, high-achieving students benefited more from TBLT than low-achieving students. Challenges encountered included limited English proficiency and time constraints in completing tasks. The pilot study informed revisions for a full study on the impact of TBLT on reading skills.
Learning Intervention and Student Performance in Solving Word ProblemWayneRavi
This study was conducted to determine the relationship of learning intervention on the performance level in solving word problem involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving. Specifically, it sought to find out if learning intervention significantly contribute in the performance of student in solving word problem. Descriptive-Correlation was used to utilized in the study.
The document discusses the concepts of validity and reliability in educational assessment. It defines validity as the accuracy of inferences made based on assessment results, particularly whether an assessment truly measures the intended learning outcomes. There are three main types of validity evidence: content, criterion, and construct-related evidence. An assessment is valid if it represents the targeted learning content and yields results that correlate with other measures of the same skills. Threats to validity include unclear instructions, inappropriate test items, and other technical flaws. Maintaining validity requires careful test construction and alignment between assessments, curriculum, and instruction.
1) The document discusses studies conducted in Indonesia from 2012-2013 that found most high school students and teachers neglected mathematical proofs in their instruction and assessments.
2) A key finding was that the national standardized exam, which is high-stakes, does not assess skills in mathematical reasoning and proof, so teachers do not focus on teaching these skills.
3) Diagnostic assessments with students found they lacked the ability to prove math statements and provide rigorous reasoning due to proofs not being adequately addressed in textbooks or classroom instruction. The document proposes ways to better teach and assess proof abilities.
Modelling the relationship between mathematical reasoning ability and mathema...Alexander Decker
This document discusses a study that examined the relationship between mathematical reasoning ability and attainment in mathematics.
The study involved 240 students who completed tests of mathematical reasoning ability and attainment. Structural regression modeling showed that four measures of mathematical reasoning ability (class, variable, order, and classification) predicted success on a test of mathematics attainment.
The findings suggest that developing students' mathematical reasoning ability could help improve their attainment in mathematics. Teachers should implement intervention programs to strengthen students' ability to classify, recognize variables, identify orders, and make classifications, which may ultimately boost mathematics learning.
Analyzing Difficulties In Arithmetic Word Problem Solving An Epistemological...Kelly Lipiec
This document discusses a study analyzing difficulties that primary school students have in solving arithmetic word problems. The study examines how these difficulties develop and change from grade 2 to grade 5. The researchers conducted quantitative analysis of test results from grade 5 students to identify word problems causing difficulties. They then looked back at tests from the same students in grade 2 to find similar problems. Their analysis found many common difficulties between the two grades. The researchers designed educational activities focused on word problem solving for grade 2 students. These activities led to improved performance for the experimental class compared to the control class, suggesting early intervention in grade 2 could help overcome future difficulties in grade 5.
Analysis Of Students Ability In Solving Relation And Functions Problems Base...Vicki Cristol
The document analyzes students' ability to solve relation and function problems based on learning indicators. It finds that students' overall ability is low. Specifically:
- Ability to define relations and functions is low. Students forget definitions.
- Determining examples and non-examples of functions is medium. Most but not all students can distinguish them.
- Determining domain, codomain, and range is medium. Students sometimes confuse range and codomain.
- Drawing arrow and Cartesian diagrams is medium. Students can usually draw them but omit descriptions.
The study indicates students have forgotten basic concepts and recommends teachers focus more on understanding than memorization to improve problem-solving abilities.
Full indo ms-jme-rully-charitas-indra-prahmanamafia_konoha
This document summarizes a research study that examined using an Indonesian traditional game called Permainan Tradisional Tepuk Bergambar (PT2B) to help third grade students understand the concept of multiplication. The study found that embedding mathematical concepts within the context of a traditional game helped stimulate students' understanding as they discovered, described, and discussed strategies. It helped students develop their understanding of multiplication from an informal to a more formal level. The learning trajectory that engaged students in meaningful activities within the PT2B game context played an important role in their conceptual understanding of multiplication as repeated addition.
This study applied a content analysis method to compare how the algebraic topic of using symbols for unknown quantities is presented in elementary school mathematics textbooks from Taiwan (Nani), Singapore (My Pals Are Here!), and Finland (Laskutaito). Specifically, differences in question types (purely mathematical, verbal, visual, or combined representation), contextual versus noncontextual presentation, and pedagogical content design were compared. The findings showed that (1) fewer visual representations are found in Nani compared with the other textbooks; (2) Taiwan uses more contextual problems than the other countries; and (3) the content design in Taiwan focuses on applying the equivalent axiom to solve for unknown quantities, whereas Singapore and Finland use line segments or divide concepts in geometry graphs. In addition, the Singaporean textbooks teach algebraic simplification, providing this topic earlier than the other countries and enabling students to form connections with junior high school learning. Other implications of this study are discussed, and suggestions for future research are provided.
This document summarizes a study that aims to determine the optimal number of assignments to collect from teachers and raters needed to accurately assess teacher assignment quality. Previous research found high quality assignments are rare, and that students of all achievement levels benefit from higher quality assignments. The goals of this study are to find the number of assignments needed per teacher and optimal number of raters. The researchers use generalizability theory to analyze the data and determine the best combination of assignments and raters needed to reliably measure teacher quality while minimizing costs and time.
This research study module published by NCETM was developed by Anne Watson based on the paper Growth Points in Understanding of Function published in Mathematics Education Research Journal.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
Best and effective strategis for IELTS PreparatiuonLord Robin
This study investigated the relationship between Iranian test-takers' use of cognitive and metacognitive strategies and their performance on the reading section of the IELTS exam. 60 Iranian EFL learners completed a sample IELTS reading test and a questionnaire about their cognitive and metacognitive strategy use while taking the test. The results showed a strong positive correlation between strategy use and reading test performance. No significant differences were found in strategy use between male and female test-takers. The findings suggest cognitive and metacognitive strategies are important for performance on the IELTS reading section.
The document summarizes a proposal to evaluate the effectiveness of using computer assisted pronunciation training (CAPT) tools to improve English pronunciation among vocational college students in Taiwan. It outlines a study that would involve a pre-test and post-test of pronunciation quality for an experimental group receiving 12 weeks of blended CAPT and teacher-led instruction, compared to a control group receiving traditional teacher-front instruction. Reliability of scoring would be assessed using Cronbach's alpha. ANOVA analysis would examine differences in pre-test and post-test scores between the groups to evaluate if CAPT is effective in improving pronunciation.
This research plan aims to study the effectiveness of teacher written corrective feedback on student writing accuracy based on their English proficiency levels. The study will use a 3 x 3 factorial design to investigate the impact of three different types of feedback (direct, indirect, and metalinguistic) on three levels of students (low, intermediate, high) based on pre-test TOEFL scores. Fourth semester students majoring in English education will be the population sample. Students will complete a pre-test TOEFL, process writing assignments with one of the three feedback types, and a post-test TOEFL. Writing accuracy errors will be analyzed using descriptive statistics, checking statistical assumptions, and inferential or nonparametric tests to
1) The document summarizes literature on students' strategies, episodes and metacognitions during mathematical problem solving. It discusses problem solving strategies, cognitive and metacognitive problem solving episodes, and components of metacognition.
2) The study aims to investigate the problem solving strategies, episodes and metacognition of 5 Turkish students and how these factors influence their problem solving success. Insights could help improve mathematics education.
3) The conclusions confirm the students' academic success levels matched their problem solving behaviors. Choosing correct strategies and efficiently changing strategies when needed relates to higher success. Metacognition, like recognizing mistakes, relates strongly to reaching correct answers.
This study aims to produce a learning trajectory using the mathematical modeling in helping students to understand the concept of algebraic operations. Therefore, the design research was chosen to meet the research aims and to give in formulating and developing local instructional theory in learning algebraic operations.Learning trajectory designed in the early phases and tested on 34 seven-grade students in SMP N 10 Palembang. Data collection was conducted through observation by recording the learning process that occured in the classroom and students’ group work was evidenced by video and photos. Data was analyzed qualitatively by describing actual learning which happened in pilot experiment and teaching experiment. There are 3 learning activities in the design of this study. These 3 activities are designed based on the steps of the Mathematical Modeling, activity 1 meaning of algebraic expressions, activity 2 addition of algebraic and activity 3 subtraction of algebraic. Based on the result, it can be concluded that activity which has been designed can help the students in learning algebraic operations using mathematical modeling. Used mathematical modeling can help student solve the problems and understand concept are structured using the assumptions and model start they design so gradually developed into formal mathematics.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
The effectiveness of evaluation style in improving lingual knowledge for ajlo...Alexander Decker
1. The study aimed to investigate how evaluation style can improve linguistic knowledge for female students at Ajloun College.
2. The sample consisted of 45 students divided into 3 groups: one evaluated by the teacher, one evaluated by classmates, and one self-evaluated.
3. The results showed statistically significant differences between the groups, with the group evaluated by classmates performing best, followed by the self-evaluated group, suggesting evaluation style can impact linguistic knowledge.
The document provides an overview of data analysis concepts and methods for qualitative and quantitative data. It discusses topics such as descriptive statistics, measures of central tendency and spread. It also covers inferential statistics concepts like ANOVA, ANCOVA, regression, and correlation. Both the advantages and disadvantages of qualitative data analysis are presented. The document is a presentation on research methodology focusing on data analysis.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
Effects of Task-based language teaching on grade five students reading perfor...Mesfin Eyob
This document summarizes a study on the effects of task-based language teaching (TBLT) on the reading performance of grade 5 students in Mekelle City, Ethiopia. The study used a quasi-experimental pre-test post-test design with an experimental and control group. Results showed that students in the experimental group, who received TBLT, performed significantly better on the post-test than the control group. Additionally, high-achieving students benefited more from TBLT than low-achieving students. Challenges encountered included limited English proficiency and time constraints in completing tasks. The pilot study informed revisions for a full study on the impact of TBLT on reading skills.
Learning Intervention and Student Performance in Solving Word ProblemWayneRavi
This study was conducted to determine the relationship of learning intervention on the performance level in solving word problem involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving. Specifically, it sought to find out if learning intervention significantly contribute in the performance of student in solving word problem. Descriptive-Correlation was used to utilized in the study.
The document discusses the concepts of validity and reliability in educational assessment. It defines validity as the accuracy of inferences made based on assessment results, particularly whether an assessment truly measures the intended learning outcomes. There are three main types of validity evidence: content, criterion, and construct-related evidence. An assessment is valid if it represents the targeted learning content and yields results that correlate with other measures of the same skills. Threats to validity include unclear instructions, inappropriate test items, and other technical flaws. Maintaining validity requires careful test construction and alignment between assessments, curriculum, and instruction.
1) The document discusses studies conducted in Indonesia from 2012-2013 that found most high school students and teachers neglected mathematical proofs in their instruction and assessments.
2) A key finding was that the national standardized exam, which is high-stakes, does not assess skills in mathematical reasoning and proof, so teachers do not focus on teaching these skills.
3) Diagnostic assessments with students found they lacked the ability to prove math statements and provide rigorous reasoning due to proofs not being adequately addressed in textbooks or classroom instruction. The document proposes ways to better teach and assess proof abilities.
Modelling the relationship between mathematical reasoning ability and mathema...Alexander Decker
This document discusses a study that examined the relationship between mathematical reasoning ability and attainment in mathematics.
The study involved 240 students who completed tests of mathematical reasoning ability and attainment. Structural regression modeling showed that four measures of mathematical reasoning ability (class, variable, order, and classification) predicted success on a test of mathematics attainment.
The findings suggest that developing students' mathematical reasoning ability could help improve their attainment in mathematics. Teachers should implement intervention programs to strengthen students' ability to classify, recognize variables, identify orders, and make classifications, which may ultimately boost mathematics learning.
Analyzing Difficulties In Arithmetic Word Problem Solving An Epistemological...Kelly Lipiec
This document discusses a study analyzing difficulties that primary school students have in solving arithmetic word problems. The study examines how these difficulties develop and change from grade 2 to grade 5. The researchers conducted quantitative analysis of test results from grade 5 students to identify word problems causing difficulties. They then looked back at tests from the same students in grade 2 to find similar problems. Their analysis found many common difficulties between the two grades. The researchers designed educational activities focused on word problem solving for grade 2 students. These activities led to improved performance for the experimental class compared to the control class, suggesting early intervention in grade 2 could help overcome future difficulties in grade 5.
Analysis Of Students Ability In Solving Relation And Functions Problems Base...Vicki Cristol
The document analyzes students' ability to solve relation and function problems based on learning indicators. It finds that students' overall ability is low. Specifically:
- Ability to define relations and functions is low. Students forget definitions.
- Determining examples and non-examples of functions is medium. Most but not all students can distinguish them.
- Determining domain, codomain, and range is medium. Students sometimes confuse range and codomain.
- Drawing arrow and Cartesian diagrams is medium. Students can usually draw them but omit descriptions.
The study indicates students have forgotten basic concepts and recommends teachers focus more on understanding than memorization to improve problem-solving abilities.
This document is a seminar proposal that discusses developing an interactive formative reading assessment using I-Spring Quizmaker. It outlines the background, research questions, literature review, methodology, and preliminary try-out of the assessment tool. The research aims to measure how well the developed assessment measures reading skills and evaluate its quality. A needs analysis questionnaire and expert evaluation will be used to analyze the assessment tool before implementing it online for students. The preliminary try-out with students provided positive feedback on the engagement and usability of the assessment format.
A Program Based On English Digital Stories To Develop The Writing Performance...Dustin Pytko
This study aimed to investigate the effect of a program based on English digital stories on the writing performance and reflective thinking of Egyptian preparatory school students. Sixty-two second-year students participated and were divided into an experimental and control group. Both groups were tested on writing performance and reflective thinking before and after the experimental group created and presented individual digital stories over three months while the control group received regular instruction. Post-testing found a statistically significant difference in writing performance between the groups, but no difference in reflective thinking, indicating that digital stories improved writing but not reflective thinking. The study recommended using digital stories to teach writing and encouraging student use of technology, participation, and interest-based activities.
This document reports on a study that investigated the number sense skills of gifted secondary school students in Turkey in terms of five number sense components. The study involved 123 gifted students from grades 5-8 who completed a 20-item number sense test assessing understanding of number concepts, use of representations, understanding effects of operations, use of equivalencies, and use of calculation strategies. Results showed male students performed significantly better than females. Performance increased with grade level, with 8th graders highest. Understanding effects of operations had the highest mean score while understanding number concepts was lowest. The study aims to help meet the educational needs of gifted students and increase awareness of the importance of number sense for this group.
INNOVATIVE DESIGN FOR KIDS MASTERY IMPROVEMENT OF LANGUAGE FEATURES IN A STORYindexPub
One of the hardest things for people learning English as a third language is still reading and writing. Because they are still not good enough at language features, they often make big mistakes and assumptions that aren't true. To make learning more fun and useful, visual symbols were made for seven different kinds of language traits. It looks at the Vipicoll form a lot. Visual Symbols media, Picture and picture, and the Collaborative approach are all creatively put together in Vipicoll. This research used Reeve's design method. Research develops Vipicoll learning model, employing interviews, literature reviews, and questionnaires for iterative improvement and validation. Researchers identify problems, create Vipicoll, iteratively refine through trials, forming an effective English Language Education model. Study assesses individual English thinking development, emphasizing interpretive framework, relation, function, and unique visual symbols. From this research, it was found that using Vipicoll really helps improve kids' mastery of language features, especially those in a story. This is proven by the fact that after implementation, kids' correct answers when asked directly by their teachers and their written test answers increased greatly even though many direct answers and test answers used to be wrong and they often didn't understand.
Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technolog...ijtsrd
This is an experimental research about reading skills at Dong Nai Technology University. Its objectives are to find out students’ perception about reading and mind maps as well as to find out whether mind maps can help students in improving their reading skills or not. The data were collected through tests and questionnaires. The test included pre test and post test which were delivered before and after the experimental teaching for both control class and experimental class. The questionnaires were delivered only to experimental class before and after the treatment. The results of this study showed that mind maps technique really helped in improving the students’ reading skills. Nguyen Hoang Phi | Truong Trong Nhan "Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technology University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38253.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38253/using-mind-maps-to-improve-the-students’-reading-skills-at-dong-nai-technology-university/nguyen-hoang-phi
Developing a comprehensive, empirically based research framework for classroo...Amir Hamid Forough Ameri
This paper presents a framework for researching classroom-based assessment (CBA) based on a study of Indonesian language classrooms in Australia. The framework includes 4 processes: 1) planning assessment, 2) framing assessment for students, 3) conducting assessment, and 4) using assessment data. It also examines 4 focal areas: 1) what teachers do during assessment, 2) what teachers look for, 3) the theories and standards teachers use, and 4) student understandings of assessment. The framework was developed through extensive classroom observations and interviews and is intended to guide future research on CBA processes and their impact on learning.
Developing a comprehensive empirically based research framework for classroom...ahfameri
This document presents a framework for researching classroom-based assessment processes based on a study of Indonesian language classrooms in Australia. The framework addresses gaps in previous research by considering epistemological bases for assessment practices and focusing on learners and learning. It defines classroom-based assessment broadly to include diverse informal data. The study used ethnographic methods to analyze four key assessment processes: planning, framing for students, conducting, and using assessment data. It investigated what teachers look for in student work and what standards they apply.
The effect of project based learning model with kwl worksheet on student crea...Alexander Decker
This document summarizes a study that analyzed the effect of project-based learning (PjBL) with KWL worksheets on student creative thinking in physics problem solving. The study involved randomly assigning undergraduate physics students to either an experiment group that used PjBL and KWL worksheets or a control group that used traditional cooperative learning. Assessment results showed that students in the PjBL group had higher creative thinking scores than the control group, indicating PjBL is an effective way to develop student creative thinking and engagement in physics learning. The document also provides background on PjBL principles and benefits, defining it as a student-centered approach that uses authentic projects to help students construct knowledge and demonstrate understanding through hands-on
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
A Systemic Functional Linguistic Analysis Of Pre-Service Teachers Ability An...Sean Flores
This document describes the research methodology used in a study about analyzing pre-service teachers' ability and difficulties in writing discussion texts. It discusses the following:
- The research questions aimed to examine the schematic structure and linguistic features of discussion texts written by pre-service teachers, and identify their difficulties.
- A qualitative descriptive method was used, involving collecting and analyzing textual data from 6 pre-service teachers of varying abilities. Data was obtained through written texts and interviews.
- The texts were analyzed based on their schematic structure and using systemic functional linguistics, specifically theme and transitivity systems. Interviews provided further insight into difficulties.
- The analysis sought to understand pre-service teachers' capacity for
An Investigation Of Secondary Teachers Understanding And Belief On Mathemati...Tye Rausch
1) The document discusses secondary teachers' understanding and beliefs regarding mathematical problem solving in Indonesia. It investigates how teachers understand problem solving concepts like problems, strategies, and instructional practices, as well as their self-reported difficulties.
2) The study found that teachers have a good understanding of pedagogical problem solving knowledge but a weaker understanding of problem solving content knowledge such as strategies. Teachers reported that their main difficulties are determining precise mathematical models and choosing suitable real-world contexts for problems.
3) The study also examined teachers' beliefs about mathematics and learning, finding they tend to view mathematics as static but believe problem solving should be taught dynamically to engage students.
Blended Learning to Improve the Students’ Vocabulary Mastery for Mechanical E...idhasaeful
The study was conducted to improve the low vocabulary mastery of technical terms appeared in English for mechanical engineering purposes at STT Adisutjipto. The students are required to master the technical terms of the three offered concentrations; energy conversion, aircraft maintenance, and manufacture. A blended learning was chosen to improve the students’ vocabulary mastery through an action research study. It was divided in two cycles and the data were collected through the journal log, observation sheet, questionnaire, test, and interview. The result indicated that the students enjoyed and improved their vocabulary mastery. The blended learning was seen effectively improving the vocabulary mastery.
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...AJSERJournal
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
The study aimed at investigating the levels of geometrical thinking among students receiving blended learning in Jordan. The study sample consisted of (104) students/teachers of open education systems in Jordan for the 2015-2016 academic year. In order to answer the questions of study, the researcher developed a scale of geometric thinking, it is validity and reliability has been verified. The results of the study showed a low level of geometrical thinking among students receiving blended learning. The percentage of students in the first level (visual) (51%), the percentage of students in the second level (descriptive) (15%), and the percentage of students in the third level (logical) (3%). Also it showed differences in the levels of geometric thinking between males and females in favor of males, as well as differences in the level of geometrical thinking between students from the scientific stream and students from the literary stream in favor of scientific stream. In the light of the results of the study, the researcher recommends that pre-service teachers should be trained on programs contains geometrical thinking at open learning universities.
Development and Evaluation of Concept Maps as Viable Educational Technology t...paperpublications3
Abstract: This study had developed and evaluated concept maps as viable educational technology to facilitate learning and assessment. The development process concluded upon establishing validity and reliability. These maps were classified into two: concept maps to facilitate learning; and, fill-in-the-maps to facilitate assessment. A one group pre-test-posttest pre-experimental design was employed. Fill-in-the-maps were utilized for unit pre-tests and posttests. Complete concept maps were used to facilitate learning. For midterm examination, students were given composition as basis for constructing concept map. For final examination, students were provided concept maps to write their own composition. Rubrics were used to assess students’ outputs. z-test for correlated means showed significant increases of Mean Percentage Score (MPS) from pre-test to posttest. The overall posttest result was correlated with those of objective, fill-in-the-map, map construction and composition writing. Significant correlations were observed. Results accentuated that concept maps can be developed and evaluated to facilitate learning and assessment.
Similar to Translation of mathematical representation: characteristics of verbal representation unpacking (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
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Translation of mathematical representation: characteristics of verbal representation unpacking
1. Journal of Education and Learning (EduLearn)
Vol. 14, No. 2, May 2020, pp. 162~167
ISSN: 2089-9823 DOI: 10.11591/edulearn.v14i2.9538 162
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
Translation of mathematical representation: characteristics of
verbal representation unpacking
Dwi Rahmawati1
, Rahmad Bustanul Anwar2
1,2
Mathematics Education, Universitas Muhammadiyah Metro, Indonesia
Article Info ABSTRACT
Article history:
Received Apr 8, 2018
Revised Mar 8, 2019
Accepted Mar 19, 2020
The translation between mathematical representations was one of the
indicators in understanding mathematical concepts. Understanding the things
related to the process of student representation translation was very important
in learning mathematics. One of the activities that plays a role in translation
was unpacking the source. This study aimed to determine the characteristics
of student activity in unpacking the source when doing the process of
translational verbal representation to the graph. This research was using a
qualitative research. The subject of this research were twenty mathematics
education students. Selection of research subjects used purposive sampling.
The data were collected by test and interview. The results showed that the
characteristics of student activity in unpacking the source were two that are
drawing scheme of verbal situation and interpreting verbal information with
its own language. In addition, there were still many students failed in
translation because of difficulties in unpacking the source. The results of this
study were expected to add insight into learning to minimize student
difficulties in unpacking the source.
Keywords:
Interpret
Scheme
Translation
Unpacking
Verbal
This is an open access article under the CC BY-SA license.
Corresponding Author:
Dwi Rahmawati,
Mathematics Education,
Universitas Muhammadiyah Metro,
Jl. Ki Hajar Dewantara No. 116 Metro, 34111, Lampung, Indonesia.
Email: dwirahmawati1083@gmail.com
1. INTRODUCTION
Translation between forms of representation is one of the process of representation. According to
NCTM, that essentially the process of representation involves translating new problems or ideas,
representation processes include translations from diagrams or physical models to symbols or words, and can
also be used to analyze and translate verbal problems to make their meaning clearer [1]. Some studies related
to the translation of representation and the importance of translation in mathematics learning include [2-9].
Translation is a cognitive process that involves the change from one form of representation to another.
Translation is a cognitive process in transforming information in a form of representation to another form [7].
While Ainswort’s states that translation is all activity when students are able to understand the relationship
between two different forms of representation [10].
The ability of translation between representations is essential for understanding, modeling and
solving mathematical problems [11, 12]. Students with high problem solving skills are students who have full
ability to do the translation, while students with low problem solving ability is a student who always feel
difficult to do translation in problem solving [13]. If the student is able to translate various forms of
representation then (s)he has better ability in accessing mathematical idea. In addition, the ability of student
translation can be an indicator of the level of students' understanding of mathematical concepts.
2. J. Edu. & Learn. ISSN: 2089-9823
Translation of mathematical representation: characteristics of verbal representation … (Dwi Rahmawati)
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Translations involve source and target representation. In translation between representations there
are two activities of interpretation and construction [14]. The construction is an activity to generate a new
representation (target), whereas interpretation is the activity of understanding representation. There are two
types of translation: processing and conversing [15]. Processing is a translation between similar forms of
representation. For instance algebraic to other algebraic form which has the same value. Conversing is a
translation between two different forms of representation, such as converting a linear equation into a graph
form. In this study, the term translations used more referring to conversing is to change the verbal
representation into a graph. The results of Bosse's research found four activities in graphal representation
translation to symbolic i.e. unpacking the source, preliminary coordination, constructing the target, and
determining equivalence [7].
Graph are an important part of mathematics. However, graphing-related understandings are limited
[16]. Graph representation is a way of presenting an idea in the form of drawings on the field of Cartesian
coordinates. Graph is one of the important mathematical representations for studying mathematical topics
such as modeling relationships between quantities, exploring functional characteristics, solving unknown
value problems. Graph plays an important role in various disciplines to visualize the verbal situation. For that
students should be able to construct the graph based on verbal situations. Many students experience
difficulties in translation between different representations including graph, then students are more successful
at defining the correct graph among others than constructing the graph [8]. Some research found that
translation of verbal representation was the most difficult translation [5, 17-19]. Students are still
experiencing difficulties in translation of verbal representation. Verbal representation is defined as a verbal
situation or verbal description [17]. The verbal situation is a real-world scenario depicted verbally. While the
verbal description is a verbal characterization of symbolic representations, tables or graph.
Based on the results of observations, the conditions in the field also indicate that students experience
difficulties in translation of verbal representation caused in unpacking the source. Verbal representation is
one representation that has very low information density. This can cause students to have difficulty in
unpacking the source. Unpacking the source is a student activity in digging / disclosing the information
contained in the source representation. The smoothness of students in unpacking the source will determine
the success in translation. Each student unpacking the source is different. It is necessary to understand how
the characteristics of unpacking the source. To the knowledge of researchers there has been no research that
examines the characteristics of unpacking the source in the translation process.
The aim of this study is to examine the characteristics of unpacking the source in translating verbal
representations to graph. The results of this study are expected to add insight in preparing lessons to
minimize student difficulties in unpacking the source.
2. RESEARCH METHOD
The aim of this research is to find out the characteristics of students’ activity of unpacking the
source while interpreting the verbal representation into graph. This study is categorized as a qualitative
research. Creswell’s proposes that there are five characteristics of qualitative research, there are 1) natural
setting, the researcher collects the data in which the research subjects face the problem. 2) Researcher is a
key instrument which the main job is to assemble the data either by his own or others’ help with
documentation or interview. 3) The research must use multiple sources of data both interview, written answer
and documentation. 4) Inductive data analysis is included in the research in which the researcher constructs
the patterns, characteristics and category inductively. 5) Holistic account in which case researcher creates all-
embracing overview from the examined problems [20]. At the same time, Bogdan and Taylor state that a
qualitative research is a technique in which descriptive data and observed behavior are explained through the
written form [21].
This study was accomplished at Mathematics Education Department. The research subjects were
those who had passed calculus 1, subject in which graph function and its attributes were taught. Purposive
sampling was implemented into this study in order to obtain the research subjects. These subjects were
selected by taking into account the specific criteria based on the needs of the study.
In this study, researcher was the main instrument accomplished by assistance instruments, such as
test and interview guidelines. Test instrumen was developed from Celik’s research instrument [8].
Meanwhile, Interview guidelines were contained of questions regarding the reason why students chose the
steps in completing the test. Then, these two instruments were validated by two experts. The validity results
showed that both test and interview guidelines instrument were proper to gather be used.
The process of data collection is done by giving test regarding to translation of verbal representation
into graph. While doing the test, students stated what they were thinking about. Then, researcher recorded
their voice and observe the manners. The same step was done for many times on other students, so the
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164
answer of each student might be identic. The interview session would also be implemented if the information
obtained from the subjects were not adequately accepted. The purpose of interview was to figure out
students’ opinion about choosing particular step.
3. RESULTS AND DISCUSSION
There were 20 students involved in this study in which the test about interpretation of verbal
representation into graph were given to each of them. The result showed that there were two characteristics of
unpacking the source done by students in translation verbal representation. First characteristic was carried out
by group 1 and second characteristic was undertaken by group 2. In describing the result of this study, the
first group was represented by S1 and S2, meanwhile the second groups was drawn by S3 and S4. In
translation mathematical verbal representation into graph, all subjects started the first step by reading the case
given by researcher. Then, these two different groups were asked to do dissimilar activities. Group 1 did
unpacking the source by drawing scheme of verbal situation. Group 2 unpacking the source by paraphrasing
verbal information with their own words. Then, they identified important information which were used to
construct the graph. After that, these groups did the same activities with different order. The steps of
unpacking the source done by group 1 and 2 are explained by Figure 1 and Figure 2 as follows:
Figure 1. Process of unpacking the verbal
representation subject of group 1
Figure 2. Process of unpacking the verbal
representation subject of group 2
In Figures 1 and Figure 2 above, the process of unpacking the source at each stage is shown in the
form of codes. The code description can be seen in the following Table 1:
Table 1. The code term in the process of unpacking the verbal representation
Code Term
Verb Verbal Representation
Bc Read the problem
gbr Drawing the verbal situation
id ket Identify the things that are known
mbl A X-Y A car move from X to Y
mbl B Y-X B car move from Y to X
jrk X-Y The distance between X and Y
kec sblm pps The speed of car before crossing is equal
kec stlh pps After crossing, the speed of A car increase two times from B car and the speed of the B car is permanent
bc kmbl Re-read the problem
id ditny identify the things that are asked
jrk mbl The distance of cars
wkt Time
prfs Re-state the information
wkt brngkt sm The same time
Tfr Interpret the information
id inf br Identify the new information
jrk tmph Mileage
mbl grk sm The cars move at the same time
wkt sm Equal time
pps ditngh The cars cross each other at the middle of the road between X and Y city
wkt pps Time of crossing the cars
lgkp gb Complete schema
Mbl grk kblk The car is moving in the opposite direction
Kec sm smp tgh The speed of both cars is equal to the middle of the journey
Kec A 2x kec B The speed of A is twice the speed of B
Bc ul Read the problem over and over again
4. J. Edu. & Learn. ISSN: 2089-9823
Translation of mathematical representation: characteristics of verbal representation … (Dwi Rahmawati)
165
Based on the Figure 1 and Figure 2 above, the subjects could unpacked the source (verbal
representation) very well. Unpacking the source was the first step in translation the verbal form into graph.
Group 1 and 2 unpacked the source with different ways. There were two various characteristics of unpacking
the source done by the subjects, namely drawing verbal situation, paraphrasing than interpreting. Although
the ways were different, but the subjects unpacked the source successfully. Hence, these activities were
helpful to assist students in translation verbal presentation into graph.
Unpacking the source in translation of verbal to graph representation is an activity to assemble
verbal information. It is an important activity that can help identify important information used to construct
the graph. Bosse’s propose that each student must be able to elaborate micro-concept of mathematics in order
to acquire broader sistematical knowledge [7]. Furthermore, verbal information is a representation that has a
character of low information. The low density of such information is likely to cause difficulties in unpacking.
Which may cause any difficulties in understanding the facts. Hence, it is crucial to attain the skill of
unpacking verbal representation so as to translation verbal representation into grapics. This idea is also stated
by Boose’s research that students should be able to work with text configuration and its characters provided
by learning sources in order to get well-understanding [17]. Students doing unpacking start from reading the
given problem. Reading helps students to understand verbal problems in mathematics [22]. After reading,
students do different activities in unpacking.
Unpacking the source is divided into two different characteristics, which are drawing and verbal.
Drawing characteristic is represented by subject of group 1. Subject of group 1 performs unpacking the
source visually that draw scheme the verbal situation given. Subject group 1 is represented by S1 and S2.
Meanwhile verbal characteristic is represented by subject of group 2. Subject of group 2 performs unpacking
the source verbally paraphrasing and interpreting verbal information provided with its own language. Subject
of group 2 is represented by S3 and S4. The unpacking the source characteristic in translation can be
presented in Table 2 below:
Table 2. Characteristics of unpacking the source
Subjects Characteristics of Unpacking the
Verbal Representation
Process of Unpacking the Verbal Representation
S1 & S2 Drawing When unpacking the source, students draw the scheme of verbal situation
S3 & S4 Verbal Students unpack the source by paraphrasing and interpreting the verbal
information by with their own words.
At the first characteristic, the students draw the scheme to demonstrate verbal situation given by the
researcher. Then, they draw the scheme based on the information that have been attained. The pictures show
what they get from the verbal information. Dundar’s states that the students’ success in verbal situations due
to able to understand the verbal situation by drawing schema the verbal situation [9]. Verbal situations
illustrated through drawing will make it easier for students to record information in verbal situations [23-25].
Further, the information illustrated by pictures/drawing will ease students to identify the meaning. By
creating a schematic drawing can make it easier for students to identify existing information. This is in line
with the statement of Fennel’s that drawing verbal situations can facilitate in unpacking and analyzing
relationships between verbal information [26]. In addition, pictures will help them in deciding which
strategies are suitable to construct graph. Later, pictures are also able to find new idea and solutions [27].
The second characteristic indicates that the student is unpacking the source verbally. Cawley’s states
that verbal can be used for stating the problems [28]. In this step, students unpack the source by reclaiming
statements through their own words. Krawec’s mentioned this as paraphrasing or creating information with
different terms but the meaning remains [29]. Then the student interprets the information by reiterating in its
own language. Students interpret verbal information to gain the meaning of given information. It is also
explained by Leinhardt’s that one of the activities in interpretation is paraphrasing [14]. This step is valuable
in assisting students to overcome the problems. Students perform interpretation of the source representation
of verbal representation. By interpreting information very supportive of problem solving. This is in line with
Muir’s research that solving problem needs the ability to interpret information [30]. This activity helps
students understand information and find strategies to find solutions. With this activity, students have been
able to unpack the information of the verbal representation provided smoothly although it is not all explicitly
written down.
The characteristics of unpacking the source done by students can be a milestone in arranging
learning activity in classroom. So that, the students’ difficulty in unpacking the source may be minimized.
Still, students will be at ease in translation verbal form into graph.
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4. CONCLUSION
This study finds that there are two characteristics of unpacking the source, which are drawing
(schema) and verbal (paraphrasing). The findings of this result are expected to be used as learning resource.
For the further study, the researcher encourages to conduct research by using another types of interpretation
regarding to unpacking the source.
ACKNOWLEDGEMENTS
The authors acknowledge students and lecturers of Universitas Muhammadiyah Metro for the
support and assistance during this research.
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BIOGRAPHIES OF AUTHORS
Dwi Rahmawati was born in Sukoharjo, 10 April 1983. Completing S1 and S2 in
Pendidikan Matematika Universitas Sebelas Maret, and S3 in Pendidikan Matematika
Universitas Negeri Malang. Now active as a lecture in Pendidikan Matematika
Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Metro. Living in
Metro, Lampung.
Rahmad Bustanul Anwar was born in Gedung Wani, 03 September 1986. Completing S1
in Pendidikan Matematika Universitas Muhammadiyah Metro, S2 Pendidikan
Matematika Universitas Sebelas Maret, and S3 Pendidikan Matematika in Universitas
Negeri Malang. Now active as a lecture in Pendidikan Matematika Fakultas Keguruan
dan Ilmu Pendidikan Universitas Muhammadiyah Metro. Living in Metro, Lampung.
Scopus ID: 57207104396