Schematisation of Concepts. A teaching strategy for environmental education implementation in a water module third grade students in junior high school (gymnasium-15 years old)

2000 ◽  
Vol 6 (3) ◽  
pp. 223-243 ◽  
Author(s):  
Evagelia Agelidou ◽  
George Balafoutas ◽  
Evgenia Flogaitis
Keyword(s):  
High School ◽  
Environmental Education ◽  
Junior High School ◽  
Junior High ◽  
Teaching Strategy ◽  
Third Grade ◽  
Third Grade Students

scholarly journals Pendidikan Multikultural di SMAN 1 Masalembu Sumenep (Studi Pada Mata Pelajaran Pendidikan Agama Islam Aspek Fiqh)

FIKROTUNA ◽  
2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Miftahol Arifin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Lesson Plan ◽  
Field Research ◽  
Islamic Education ◽  
Education Innovation ◽  
Culture Tradition

The variety of culture in small islands of Sumenep regency has some uniqueness to be observed. For instance, the ethnic group in Masalembu island consist of  Bugis, Mandar, Button, Bajo, Java and Madurese. That culture variety (multiculture) need an education innovation especially in Islamic education at Masalembu Junior High School 1 Sumenep. Multiculture education is a learning way that is oriented to the process of making personality and attitude of students to make them understand about plurality, equality, and tolerance to others in the society. Furthermore, the writer try to observe about Multiculture Education at Masalembu Junior High School 1 Sumenep through a teaching model to Islamic education subject of Fiqh side which the students condition is vary in ethnic groups and culture. This research is a qualitative field research using descriptive approach. The data collection in this research using observation, interview, and documentation. The result of the research shows that Multiculture Education through acomodative strategy is a learning process that give knowledge to the students about culture, tradition, attitude patterns in society and become an identity for future progress of individually and the society itself.  Through this teaching strategy Multiculture Education can be applied in Masalembu Junior High School 1 Sumenep. Acomodative Learning Model at Masalembu Junior High School 1 Sumenep has a clear lesson plan, so that students able to have appreciatiation and positive impact to the students who has different culture in the classroom and able to understand the culture variety in their society. The students’ appreciation in the classroom shows that they have pluralist attitude. There is no differences or similarity and tolerance to their friends inside or outside the classroom. Whereas, the appreciation of students to the society shows that the students able to understand the differences between Islamic education of Fiqh side that they received at school and the plurality of culture in their society.

scholarly journals An Item Analysis of English Summative Test for The First Semester of The Third Grade Junior High School Students in Surakarta

2018 ◽  
Vol 6 (3) ◽  
pp. 312
Author(s):  
Septi Ika Pradanti ◽  
Martono Martono ◽  
Teguh Sarosa
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Third Grade ◽  
School Students ◽  
Good Test ◽  
The Third ◽  
Multiple Choice Items

<p>The aims of this research are:(1) to find out whether the multiple-choice items of English summative test for the third grade junior high school students in Surakarta have fulfilled the criteria of good test or not; and (2)To describe whether the multiple-choice items of English summative test for the third grade junior high school students in Surakarta have fulfilled the criteria of good test item viewed from difficulty level, discrimination power, and distractor evaluation or not. The data were taken from 100 students‟ answer sheets in five schools in Surakarta. The test item was analyzed by using item analysis technique seen from the score and the language content analysis. The analysis was considered by using three aspects i.e. index of discriminating power, level of difficulty and the distractor evaluation. The research finding shows that (1) the difficulty level shows 13% for very difficult item, 22% for very easy item, and 64% for satisfactory item; (2) only 35% of all test items have appropriate index of discriminating power; and (3) only 49% of the distractors are effective since they were selected by the students. Based on the three criteria of a good test item above, there are only 46% of multiple choice items fulfilling the criteria of a good test items.</p>

scholarly journals English Cooperative Learning Mode in a Rural Junior High School in China

2017 ◽  
Vol 5 (3) ◽  
pp. 86 ◽  
Author(s):  
Haiyan Zhang ◽  
Wen Peng ◽  
Liuhua Sun
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Junior High ◽  
Emotional Experience ◽  
Teaching Strategy ◽  
Education Practice ◽  
Academic Achievements ◽  
Research Areas ◽  
Fruitful Research

Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students’ comprehensive language ability since the 1990’s. This paper takes JA Junior High School, a rural junior high school in Nantong, China, as a case to explore its English cooperative learning mode. A questionnaire was designed based on nine factors namely learning expectation, learning interest, learning initiative, emotional experience, cooperative awareness, cooperative ability, learning effectiveness, learning evaluation and English usage level. The purpose is to try to find whether gender, grade and academic achievements have an effect on English cooperative learning. 515 valid questionnaires were collected and analyzed by t-test and One-way ANOVA. After analysis, it turned out that these three factors have an impact on the effectiveness of English cooperative learning. The results showed that the differences of gender, grade and academic achievements should be taken into consideration in accordance with the characteristics of rural middle school in constructing the English cooperative learning mode.

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