PORTFOLIO AS A STRATEGY TO IMPROVE CAREER ADAPTABILITY RESOURCES

This study aimed to determine whether the levels of career adaptability resources could be increased through the use of a portfolio writing strategy. Based on a mixed methods approach, the study used the design quasi-experimental, with two independent groups and with repeated measures, together with a focus group. Forty students (17 from the experimental group; 23 from the control group) in university-work transition completed the Portuguese version of the Career Adaptation Scale. The pre-test survey was administered at the beginning of the semester of the curricular unit of personal and professional development project (PPDP) in both groups. This was followed, in the experimental group, by a fourteen-week portfolio writing intervention, under the PPDP. In the control group, the PPDP followed the traditional expository teaching methodology. After completing the intervention procedure, post-test research was conducted byboth groups. Five students from the experimental group also participated in a focus group of feedback on the writing of portfolios under the PPDP. The results revealedthat writing the portfolios contributed to a career adaptability resources increase as well as for the confidence, self-knowledge and knowledge of the market opportunities of these students. The use of portfolios in the PPDP unit course is recommended.

PENGGUNAAN METODE EKSPOSITORI PADA MATA PELAJARAN PAK DALAM MENINGKATKAN PRESTASI BELAJAR SISWA DI SD INPRES PONDANG

In the learning process that involves material, methods, media props and so on must also experience changes towards renewal (innovation). Based on the problems seen, it is related to the improvement of Christian learning achievement by applying expository teaching models to grade VI students of SD Inpres Pondang. The purpose of this study in order to determine the increase in Christian learning achievement after applying expository teaching model. In this study using action research and data obtained from formative tests, observation sheets of teaching, and learning activities of students. The results of the study found that student achievement has increased from cycle I (51%) to cycle II (89%). Through this research, it can be said that the expository teaching model can positively influence achievement, interest, attention, and participation, learning motivation of SD Inpres Pondang students, and this learning model can be used as alternative learning of Protestant Christianity.

EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS

Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.

Educação e ensino de Ciências Naturais – Física no Brasil: Do Brasil Colônia à Era Vargas

Este artigo apresenta uma retrospectiva não-exaustiva e sintética da legislação educacional e do ensino de Ciências Naturais, em particular o ensino de Física, no período que vai da instauração da primeira escola, em 1549, até o final da Era Vargas (1964). Além de realizar esta retrospectiva o trabalho também objetiva verificar de que forma as influências externas, isto é, os condicionantes políticos, econômicos e sociais influenciaram este ensino. Os resultados revelam que o ensino de Ciências Naturais, em particular o de Física, sofreu forte influência destes fatores externos, principalmente dos exames vestibulares, além de não ter recebido uma atenção especial do Estado. Verificou-se, também, que diversos problemas enfrentados hoje já se encontravam presentes durante as várias fases do período analisado: ensino expositivo, geral, superficial e baseado na memorização, número insuficiente de aulas e excessiva dependência dos manuais didáticos. Palavras chaves: educação, ensino de Física, reformas educacionais. This article shows an retrospective non-exhaustive and synthetic of educational legislation and Natural Science teaching, in particular Physics teaching, in the period from the institution of the first school, in 1549, to the end of Vargas' Age (1964). Further of doing this retrospective, the article also objectives verify in what way the external influences - the political, economic and social conditionals had influenced this teaching. The results show that Natural Science teaching, and in particular Physics teaching, suffered strong influences from these external factors, especially from "vestibular" exams, and didn't receive special attention from government. It was also verified that a lot of nowadays problems had already been verified during the several phases of the period analysed: expository teaching, general, superficial and based on memorization, insufficient number of lessons and excessive dependence on didactic manuals. Keywords: education, teaching of physics, educational reforms.

PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA

This study aimed to determine : ( 1 ) The difference in student learningoutcomes treated with problem-solving learning method is higher than student learningoutcomes treated with expository teaching methods , (2 ) interaction between learningmethod with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of themathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 )the results of the mathematical learning of students who have cognitive style fielddependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in studentlearning outcomes treated with the methods of learning and problem solving expositoryteaching methods ; 2 ) There is an interaction between cognitive styles and teachingmethods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method ; 4 ) mathematics learningoutcomes of students who have cognitive style field dependence given treatmentexpository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten whichtotaled 173 students . Samples were taken with a random sampling technique thatrandomly select each of the two ( 2 ) classes to be treated with the use of teachingmethods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomesvariable ( Y ) using tests of cognitive learning outcomes , cognitive style variables usingtests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that :First , the results of student learning using a problem -solving method of teaching ishigher than that using the expository method , value sig = 0.009 < α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00< α = 0.05 , F value = 5.168 > F = 3.99 . Third , mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method , with the results Qhitung >Qtabel ( 4.55 > 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higherthan the methods of solving problems , with the result Qhitung > Qtabel (3.03 > 2.95 )

PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN BERPIKIR KREATIF SISWA TERHADAP HASIL BELAJAR KETERAMPILAN JAHIT DAN SULAM

Abstrak: Penelitian ini bertujuan untuk mengetahui : hasil belajar Keterampilan jahit dan sulam yang diajar dengan menggunakan strategi pembelajaran kooperatif tipe jigsaw dibandingkan siswa yang diajarkan dengan menggunakan strategi pembelajaran ekspositori; hasil belajar Keterampilan jahit dan sulam siswa yang memiliki kemampuan berpikir kreatif tinggi dengan dari siswa yang memiliki kemampuan berpikir kreatif rendah; mengetahui interaksi penggunaan strategi pembelajaran dengan kemampuan berpikir kreatif dalam mempengaruhi hasil belajar Keterampilan jahit dan sulam. Metode penelitian yang digunakan adalah kuasi eksperimen. dengan sampel penelitian sebanyak 2 kelas yang ditentukan secara cluster random sampling terdiri dari kelas ekperimerimen yang diajarkan dengan strategi pembelajaran kooperatif tipe jigsaw dan strategi pembelajaran ekspositori. Hasil pengujian menunjukan : hasil belajar Keterampilan siswa yang di ajar dengan strategi pembelajaran jigsaw lebih tinggi dari pada siswa yang diajarkan dengan strategi ekspositori; hasil belajar Keterampilan siswa dengan Kemampuan berpikir kreatif tinggi lebih tinggi dari pada siswa dengan Kemampuan berpikir kreatif rendah; dan terdapat interaksi antara strategi pembelajaran dan kemampuan berpikir kreatif terhadap hasil belajar Keterampilan jahit dan sulam. Kata Kunci: strategi pembelajaran, kemampuan berpikir kreatif, hasil belajar, keterampilan jahit dan sulam Abstract: This research aimed to determine: the results of learning sewing and embroidery skills are taught using cooperative learning strategies jigsaw than students taught using expository teaching strategy, the results of learning sewing and embroidery skills of students who have a high ability to think creatively than students who have the ability to think creatively low, the interaction use learning strategies with creative thinking ability in influencing the outcomes of learning sewing and embroidery skills. Method is a mettod of quasi-experimental studi with a sampel of 2-class research ttah determined clucter random sampling exsperiment consists of classes taught cooperative learning strategies jigsaw and expository teaching strategy. The results showed: learning skills in teaching students with learning strategies jigsaw higher than students taught by expository strategy; Skills learning outcomes of students with high creative thinking ability is higher than the students with low ability to think creatively; and (3) there is interaction between Intructional strategy and creative thinking skills to the outcomes of learning sewing and embroidery skills. Keywords: intructional strategy, creative thinking skills, outcomes of learning, sewing and embroidery skills

REAKTUALISASI PENDIDIKAN KARAKTER PESANTREN DI ERA GLOBALISASI

The study aimed to determine (1) Learning Auditory Intellectually Repetition (AIR) model on student’s problem solving abilities environmental material. (2) Expository model teaching on student’s problem solving abilities environmental material. (3) The difference between AIR and expository teaching model on student’s problem solving abilities and environmental material is better between the two. The population in this study were students of class XI-IPS SMA Negeri 2 Brebes. The samples taken at random sampling with XI-IPS 1 as an experimental class and XI-IPS 2 as a control class. The study design used was quasy experimental with posttest-only control design.