scholarly journals Token Model and Interpretation Function for Blockchain-Based FinTech Applications

2019 ◽  
Vol E102.A (1) ◽  
pp. 3-10 ◽  
Author(s):  
Kanta MATSUURA
Keyword(s):  
Token Model

scholarly journals Meningkatkan Keterampilan Berbicara Siswa Menggunakan Model Time Token Pembelajaran IPA Kelas V Sekolah Dasar

2020 ◽  
Vol 5 (1) ◽  
pp. 28-41
Author(s):  
Rafika Siregar ◽  
Atri Widowati ◽  
Muhammad Ali
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Activities ◽  
Fifth Grade ◽  
Observation Data ◽  
Fifth Grade Students ◽  
Process Learning ◽  
Token Model ◽  
Speaking Skills

This study aims to improve students' speaking skills in science learning through time token models in fifth grade students of SDN 43 / IV Jambi City. This research is a classroom action research (CAR) consisting of two cycles, where the data taken is in the form of observation data through observation sheets of students' speaking skills and observation sheets of teacher activities. This research was conducted in 4 stages: planning, implementing, observing and reflecting. During the teaching and learning process learning activities apply the time token learning model. The results of this study indicate the application of the time token model can improve students' speaking skills in natural science subjects. Based on the observation sheet the students' speaking skills showed an increase, with the results of the percentage of students speaking skills by 45% with a fairly good category in the first cycle and 68% with a good category in the second cycle. Based on the findings of the research, it can be concluded that the speaking skills of science learning students in fifth grade students of SDN 43 / IV Jambi City can be improved after applying the time token model.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Time Token Berbantu Puzzle Terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas X Pada Materi Gelombang

2015 ◽  
Vol 4 (1) ◽  
pp. 13-23
Author(s):  
Sri Latifah
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thought ◽  
Group Design ◽  
Normality Test ◽  
Token Model ◽  
And Control ◽  
Media Data ◽  
Time Type

The purpose in this research is to know the influence of cooperative Learning Models Time Type Token with puzzle toward critical thought abilityof the students grade X on Wave material at MA Al Hikmah Bandar Lampung year2014/2015 This research is quantitative with quasi experiment. Reasearch design that used is Nonequivalent Control Group Design with the population of all the students in grade X semestre even at MA Al Hikmah, Bandar Lampung year 2014/2015. The Sample of this research are used 2 classes; experiment and control class, where as experiment class (XA) used cooperative time type token model with puzzle and control class (XB) used cooperative learning model with pictures as media. Data colecting is using test (pretest and posttest), observation and documentation. After the data test collected, then it is analyzed by using normality test of statistic analysis, homoginity test and test-t. According to the result, it can be concluded that time type token with puzzle application influence significantly ttoward the ability of critical thinking of the students on Wave material at MA Al Hikmah Bandar Lampung year 2014/2015.Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif tipe time token berbantu puzzle terhadap kemampuan berpikir kritis peserta didik kelas X pada materi Gelombang di MA Al Hikmah Bandar Lampung Tahun Pelajaran 2014/2015 .Penelitian ini termasuk kedalam penelitian kuantitatif dengan jenis penelitian Quasi Eksperimen. Desain penelitian ini menggunakan Nonequivalent Control Group Design dengan populasi yaitu seluruh peserta didik kelas X semester genap di MA Al Hikmah Bandar Lampung T.P 2014/2015. Sampel penelitian ini menggunakan 2 kelas yaitu kelas eksperimen dan kontrol, dimana kelas eksperimen (XA) menggunakan model kooperatif tipe time token berbantu puzzle dan kelas kontrol (XB) menggunakan model pembelajaran kooperatif media gambar. Teknik pengambilan data menggunakan test (pretest dan posttest), observasi dan dokumentasi. Setelah data test dikumpulkan kemudian akan dianalisis menggunakan analisis statistik dengan menggunakan uji normalitas, uji homogenitas dan uji-t. Berdasarkan hasil penelitian dapat disimpulkan bahwa penggunaan model time token berbantu puzzle berpengaruh secara signifikan terhadap kemampuan berpikir kritis peserta didik pada materi Gelombang di MA Al Hikmah Bandar Lampung Tahun Pelajaran 2014/2015Kata kunci: gelombang, kemampuan   berpikir kitis, model pembelajaran time token berbantu puzzle

scholarly journals KEEFEKTIFAN MODEL TIME TOKEN BERBANTUAN FLASHCARD TERHADAP HASIL BELAJAR PPKn KELAS II

2020 ◽  
Vol 9 (4) ◽  
pp. 205-210
Author(s):  
Duta Prima Manunggal
Keyword(s):  
Learning Outcomes ◽  
Direct Instruction ◽  
Civic Education ◽  
Random Sampling ◽  
Primary Schools ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
Group Design ◽  
Token Model

Abstrak Penelitian ini bertujuan untuk mendeskripsikan hasil belajar dalam pembelajaran PPKn denganmenggunakan model time token berbantuan media flashcard dan model direct instruction berbantuanmedia gambar di kelas II SD Gugus Piere Tendean dan untuk menguji keefektifan model time tokenberbantuan media flashcard daripada model direct instruction berbantuan media gambar terhadap hasilbelajar PPKn materi keberagaman karakteristik individu di sekolah kelas II SD Gugus Piere TendeanKaliwungu Kendal. Penelitian ini menggunakan metode kuantitatif jenis penelitian yang digunakanialah eksperimen dan desain nonequivalent control group design. Teknik sampel yang digunakan adalahcluster random sampling, dengan sampel sebanyak 51 siswa. Pengumpulan data menggunakan tes,observasi dan dokumentasi. Hasil uji hipotesis menunjukkan bahwa nilai thitung = 3,132, dan ttabel =2,010, karena thitung ˃ ttabel (3,132 ˃ 2,010) yang berarti model time token berbantuan media flashcardefektif digunakan pada pembelajaran PPKn kelas II SD. Hasil uji n-gain kelas eksperimen lebih tinggiyaitu nilai n-gain kelas kontrol adalah 0,293970401 tergolong kriteria rendah dan nilai n-gain kelaseksperimen adalah 0,39691064 tergolong kriteria sedang. Simpulan penelitian ini yaitu modelpembelajaran time token berbantuan media flashcard efektif digunakan pada pembelajaran PPKn siswakelas II SD Gugus Piere Tendean Kaliwungu Kendal. This study aims to describe the learning outcomes in learning civic education by using a time tokenmodel assisted by flashcard media and direct instruction model assisted by image media in 2nd gradeSD Piere Tendean Cluster and to test the effectiveness of the time token model assisted by aflashcard media a picture of the learning outcomes of the civic education material on the diversity ofindividual characteristics in 2nd grade Primary Schools in the Piere Tendean Kaliwungu Kendalcluster. This research uses quantitative methods, the type of research used is experimental andnonequivalent control group design. The sampling technique used was cluster random sampling,with a sample of 51 students. Data collection uses tests, observations and documentation.Hypothesis test results show that the value of t-count = 3.132, and t-table = 2.010, because t-count ˃t-table (3.132 ˃ 2.010), which means that the time token model assisted by flashcard media iseffectively used in learning the civic education 2nd grade SD. The n-gain test results of theexperimental class were higher namely, the value of the n-gain of the control class was 0.293970401,classified as a low criterion and the n-gain value of the experimental class was 0.39691064, classifiedas a medium criterion. This research concludes that the time token learning model assisted byflashcard media is effectively used in learning civic education for 2nd-grade students of the PrimarySchool in the Kaliwungu Kendal Group.

scholarly journals Peningkatan Hasil Belajar PPKn melalui Model Time Token pada Peserta Didik Kelas V SD GMIT Ende 4

2020 ◽  
Vol 1 (1) ◽  
pp. 102-115
Author(s):  
Maria Kewa ◽  
Agustinus F. Paskalino Dadi ◽  
Adi Neneng Abdullah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Research Study ◽  
Learning Model ◽  
Average Value ◽  
Kurt Lewin ◽  
Token Model ◽  
5Th Grade ◽  
Value Of Learning ◽  
Collection Methods

This research was motivated by the reality in 5th grade of SD Ende 4 GMIT which includes: 1) the low learning outcomes of PPKn caused by learning processes was not interesting, studentwere not active, and unseriousness students  in learning; 2) learning methods that tend to be teacher-centered so that students are less active in learning. The purpose of this study is to: 1) describe the application of the Time Token Learning Model in the learning implementation plan and the mechanism of its implementation in learning the PPKn at 5th grade of SD GMIT Ende 4; 2) describe the learning outcomes of students in learning PPKn in 5th grade of SD Ende 4 GMIT after applying the Time Token Learning Model. This method of research is a classroom action research study consisting of 2 cycles, where each cycle applies Action Research Design by Kurt Lewin which includes the stages of planning, implementing actions, observing and reflecting. The method of data collection methods are tests, observations, interviews and document studies. The results of this research is Time Token Model can improve the learning outcomes of PPKn on 5th grade students of SD GMIT Ende 4. This is evidenced by the average value of learning outcomes and the percentage of students completeness classical after the Time Token Model is applied. At the time of the pretest, the average value of PPKn learning outcomes was 53.57, with a classical completeness percentage is 21.43%. This result has increased in first cycle with average value is 69.64 and the percentage of classical completeness is 35.71%. In second cycle, learning outcomes average value has increased to 99, 28, with percentage of classical completeness is 100%.

scholarly journals Fleeting Perceptual Experience and the Possibility of Recalling Without Seeing

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
William Jones ◽  
Hannah Pincham ◽  
Ellis Luise Gootjes-Dreesbach ◽  
Howard Bowman
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Trace Analysis ◽  
Perceptual Experience ◽  
Conscious Experience ◽  
Computational Modelling ◽  
Show Evidence ◽  
Token Model ◽  
Two Measures ◽  
Current Experience

Abstract We explore an intensely debated problem in neuroscience, psychology and philosophy: the degree to which the “phenomenological consciousness” of the experience of a stimulus is separable from the “access consciousness” of its reportability. Specifically, it has been proposed that these two measures are dissociated from one another in one, or both directions. However, even if it was agreed that reportability and experience were doubly dissociated, the limits of dissociation logic mean we would not be able to conclusively separate the cognitive processes underlying the two. We take advantage of computational modelling and recent advances in state-trace analysis to assess this dissociation in an attentional/experiential blink paradigm. These advances in state-trace analysis make use of Bayesian statistics to quantify the evidence for and against a dissociation. Further evidence is obtained by linking our finding to a prominent model of the attentional blink – the Simultaneous Type/Serial Token model. Our results show evidence for a dissociation between experience and reportability, whereby participants appear able to encode stimuli into working memory with little, if any, conscious experience of them. This raises the possibility of a phenomenon that might be called sight-blind recall, which we discuss in the context of the current experience/reportability debate.

USING SCATTERED MOBILE AGENTS TO LOCATE A BLACK HOLE IN AN UN-ORIENTED RING WITH TOKENS

2008 ◽  
Vol 19 (06) ◽  
pp. 1355-1372 ◽  
Author(s):  
STEFAN DOBREV ◽  
NICOLA SANTORO ◽  
WEI SHI
Keyword(s):  
Black Hole ◽  
Open Problem ◽  
Mobile Agents ◽  
Search Problem ◽  
Constant Number ◽  
Ring Network ◽  
Token Model

A black hole in a network is a highly harmful host that disposes of any incoming agents upon their arrival. Determining the location of a black hole in a ring network has been studied when each node is equipped with a whiteboard. Recently, the Black Hole Search problem was solved in a less demanding and less expensive token model with co-located agents. Whether the problem can be solved with scattered agents in a token model remains an open problem. In this paper, we show not only that a black hole can be located in a ring using tokens with scattered agents, but also that the problem is solvable even if the ring is un-oriented. More precisely, first we prove that the black hole search problem can be solved using only three scattered agents. We then show that, with K (K ⩾ 4) scattered agents, the black hole can be located in O(kn + n log n) moves. Moreover, when K (K ⩾ K) is a constant number, the move cost can be reduced to O(n log n), which is optimal. These results hold even if both agents and nodes are anonymous.

scholarly journals Effect of Time Token Model Containing Science Literacy on Students’ Learning Competencies at Senior High School in Batusangkar

2020 ◽  
Vol 5 (4) ◽  
pp. 8
Author(s):  
Ummul Haq Z ◽  
Rahmawati Darussyamsu ◽  
Sa'adiatul Fuadiyah ◽  
Syamsurizal Syamsurizal
Keyword(s):  
High School ◽  
Experimental Research ◽  
Scientific Literacy ◽  
Senior High School ◽  
Control Group ◽  
Sampling Techniques ◽  
Token Model ◽  
Randomized Control ◽  
Learning Competencies ◽  
Knowledge Competencies

Research on the problems that exist in Batusangkar 1 Senior High School, student learning competencies are still low. The efforts that can be done are to implement a time learning model that contains scientific literacy. The purpose of this study was to determine the effect of the time token model with scientific literacy on the learning competency of students' in Batusangkar 1 Senior High School. This type of research was experimental research with a randomized control group posttest only design. The population in this study were all class X MIPA Batusangkar 1 senior high school registered in the 2018/2019. Sampling was done using Purposive Sampling techniques. X MIPA 2 as the experimental class and X MIPA 1 as the control class. The instruments used were in the form of posttest questions for knowledge competencies, observation sheets for attitude and skills competencies. Based on the results of the study using the t-test it can be concluded that the knowledge competencies of students t count 3.41> t table 1.67, the attitudes  competency t count 5.95> t table 1.67, and the skills competency tcount 2.34 > t table 1.67. it shows that the hypothesis was accepted. So, the application of the time token model with scientific literacy can improve the competency of knowledge, attitudes, and skills of class X students of  senior high school 1 Batusangkar

scholarly journals Peningkatan Keaktifan Berbicara Siswa Menggunakan Model Time Token

2019 ◽  
Vol 1 (2) ◽  
pp. 51-58
Author(s):  
Rita Nurmala Sari
Keyword(s):  
Learning Activity ◽  
Use Of Time ◽  
Data Collecting ◽  
Collecting Methods ◽  
Qualitative Descriptive ◽  
Token Model ◽  
Quantitative Descriptive ◽  
Data Analytic

This research aims to improve the talking activity in Topic 2: Playing Around in My Environment of class IIC in SD Negeri Jarakan through the use of Time Token model. The data collecting methods were observation and documentation. The data analytic techniques were quantitative descriptive and qualitative descriptive. The research’s result shows that there is an improvement in class IIC’s talking activity using Time Token model. It is proven by the percentage of the students who surpassed the minimum passing criteria during learning activity which was 13,04% in pre cycle increased to 19,66% in cycle 1 and increased again to 60,86% in cycle 2. The result is supported by the observation’s result that recorded the teacher and students’ activity in using Time Token model, which was 85,29% in cycle 1 increased to 88,23% in cycle 2. The four aspects of talking activity are stating feelings, giving suggestions, asking, transferring ideas, and discussion. 

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