Organization of general science in the seventh and eighth grades of the junior high school and the ninth grade of the four-year high school

Do textbook series in arithmetic develop the mathematical concepts and skills in accordance with current learning theory? This is an important question for the junior high school mathematics teacher. The answer determines the extent to which the teacher may rely on the textbook for guidance in the learning sequence. Since, for many students, mathematics instruction ceases at ninth grade, mathematical strands considered by teachers and textbook writers to be important must be brought to a culminating point by that time.

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Tips for Beginners: Getting started in a ninth grade nonacademic class

Mathematics Teacher ◽

10.5951/mt.52.2.0143 ◽

1959 ◽

Vol 52 (2) ◽

pp. 143-146

Author(s):

Max A. Sobel

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Ninth Grade ◽

School Grades ◽

High School Grades ◽

Basic Characteristics

One of the most difficult problems faced by every teacher, new or experienced, is that of getting a class started at the outset of a term. This problem is even more difficult when one faces a nonacademic group of students with their all-too-frequent hostility toward mathematics. This problem manifests itself especially in the ninth grade, where many students enter the course with a dislike built up by eight years of failure in the elementary and junior high school grades. Before offering some concrete suggestions for handling the situation, it is advisable to examine these youths and determine their basic characteristics and needs.

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Moral Values in Western and Indonesian Stories: A Research on the Stories for the Ninth Grade of Junior High School

Journal of English Education and Teaching ◽

10.33369/jeet.4.3.449-465 ◽

2020 ◽

Vol 4 (3) ◽

pp. 449-465

Author(s):

Eros Meilina Sofa

Keyword(s):

High School ◽

Junior High School ◽

Teaching Practice ◽

Junior High ◽

Ninth Grade ◽

Moral Values ◽

Ninth Graders ◽

Moral Value ◽

Different Characteristics

Moral value is one of the parts in a story which can be learned and adapted by students. Stories are classified into several kinds depending on their contents. There are two classifications of stories taught in the ninth grade of Junior High School: Indonesian and western stories, and both of them creates different characteristics and teaching practice of the stories, as well as their moral values. This case study investigated the Indonesian and western stories used in the ninth grade of Junior High School, as well as the moral values conveyed in the stories and how the teachers teach the students those different moral values. This study analyzed the stories contained in the ninth graders’ textbook and interviewed three teachers from different junior high schools related to their teaching practice. After analyzing the data, it was revealed that there are only two Indonesian stories and four western stories as the material in the ninth grade of junior high school’s textbook; those Indonesian and western stories have different characteristics of moral values in several aspects as the result of the classification of the stories; and the different classification of the stories bear the different treatments in teaching moral values contained in the stories.

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Pengaruh Penerapan Pembelajaran Berorientasi Aktivitas Siswa Dan Motivasi Belajar Terhadap Prestasi Belajar Siswa Kelas IX SMP Negeri 3 Kabupaten Pamekasan

Metafora: Education, Social Sciences and Humanities Journal ◽

10.26740/metafora.v3n1.p73-86 ◽

2019 ◽

Vol 3 (1) ◽

pp. 73

Author(s):

Tiwuk Sutanti

Keyword(s):

High School ◽

Significant Influence ◽

Junior High School ◽

Junior High ◽

Ninth Grade ◽

Learning Motivation ◽

Learning Achievement ◽

The Subject ◽

Ninth Grade Students ◽

Positive Effect

This research related to Implementation of instruction based students’ activities and Students’ learning Motivation toward students’ learning achievementt of Ninth Grade Students State Junior High School 3 Pamekasan regency . The students’ learning achievementt is influenced by Implementation of instruction based students’ activities. Additionally it is influenced by Students’ learning Motivation. Good and regularly Implementation of instruction based students’ activities brings a positive effect on the students’ learning achievement and a high learning motivation in teaching will increase the students achievement. The purpose of this research is (1) to describe Implementation of instruction based students’ activities toward students’ learning achievement. (2) to describe the significant influence of the Students’ learning Motivation toward students’ learning achievement . (3) to describe the significant influence of Implementation of instruction based students’ activities and Students’ learning Motivation simultaniously toward students’ learning achievement. The design of this research is descriptive quantitative. The subject of the research is Ninth Grade Students of State Junior High School 3 Pamekasan. The data collecting technique is by giving some questionnaires. Data analyzing technique used patial and multi-regression computerized SPSS 17.00 program for windows. The Result and the discussion as follows: a) There is a significant influence on the Implementation of instruction based students’ activities (X1) toward students’ learning achievement is about 0,312. b) There is a significant influence on the Students’ learning Motivation (X2) toward students’ learning achievement is about 0,062 by the significanct level 0,000, on t-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant. c) There is a significant influence on the Implementation of instruction based students’ activities and Students’ learning Motivation simultaneously toward students’ learning achievement is about 17,617 by the significanct level 0,000, on F-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant toward Y.

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LEXICAL DENSITY OF READING TEXTS IN ENGLISH TEXTBOOK OF JUNIOR HIGH SCHOOL

REGISTER Journal of English Language Teaching of FBS-Unimed ◽

10.24114/reg.v5i4.5360 ◽

2016 ◽

Vol 5 (4) ◽

Author(s):

Desi Ariska And Isli Iriani Indiah Pane

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Ninth Grade ◽

English Reading ◽

Lexical Items ◽

Lexical Density ◽

Ninth Grade Students ◽

Report Text ◽

Reading Texts

This study deals with lexical density of English reading texts in the textbook of junior high school. The objectives of the study are to find out the lexical density of reading texts of English in Focus textbook, the text which has the highest lexical density in the reading texts, and the reason of the text which has the highest lexical density in reading texts. This study was conducted by descriptive qualitative method. The data of this research were the English reading texts of English in Focus textbook for ninth grade students of junior high school published by National Education Department. The result of the analysis showed that: (1) The lexical density of procedure texts are 5.90, 5.08, 5.5, and 4.69, report texts are 5.92, 4.22, 4.06, and 3.64 and narration texts are 2.92 and 2.90. The score showed that the lexical density of eleven reading texts on English in Focus textbook for ninth grade of junior high school is categorized medium based on the Halliday’s theory. It means that the texts are not difficult, easy to understand and suitable for ninth grade students of junior high school. (2) The highest lexical density of the reading texts is report text entitled “The Chinese Influence in Indonesian Visual Art” (5.92) because of the higher number of lexical items than grammatical items, few clauses and more vocabularies of words. (3) Report text has the highest lexical density because of the high proportion of lexical items in the text and it also because of the generic structure, language features and the style of writing report text.

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