Acting forms in the s taging a variety act

The article considers the practice of acting forms in the staging a variety act. The phenomenon of the play has been studied extensively and used in various field of expertise. The play is a unique way of concentration and transfer of experience, and effective way to meet different challenges. A performer is always active and acts not only as a performer, but also as co-author or author. In a production of variety act there is no reliance on literary source for directors or actors. The director usually is ideologist, playwright and stage director. Using of acting forms in the creation of a variety act is amazingly effective method. The method of staging is analyzed in detail from concept to implementation, from first impression to showing act on stage. Independent students work of different degrees courses are analyzed here. All of them include the use of acting forms.

Critical Thinking of Field Independent Students; which Model of Teaching is more Supportive?

This study examines whether a certain learning condition as of model of teaching is more supportive to the enhancement of critical thinking of field independent students. To be brief is that whether students with cognitive style of field independent function more superior through particular implemented models of flipped classroom, pure online or direct instruction. The study was a quasi-experiment conducted to 96 English majors divided equally in three different classes and treated with a different model. Data were collected by asking samples to take a critical thinking skills test after the treatment. Data were analyzed by means of two-way analysis of variance. Findings of the study show that the critical thinking skills of field independent students differ significantly after the three models implementation and the flipped classroom model is found to be more supportive.

Digital Literacy in Formal Online Education: A Short Review

This study aims to explain the current findings of digital literacy in formal online education. The methods of research is a type of library description obtained from relevant scientific articles obtained from internet search media library engines: proquest, researchgate, google scholar and other search engines with keyword search "digital literacy" to find the publication of related scientific papers / relevant to the topic. Then the 41 articles found (listed in the references) are studied and then explained from the author's perspective. Digital literacy is multi-dimensional, built by multi construct hypotesis. In the previous research found a higher level of digital literacy that was positively related to the output of learning outcomes in the subjects studied. Online learners feel anxious because they do not understand and are accustomed to online classes, especially for those who have limited computer skills. Most importantly, independent students get the final grade of the program far better than non-independent students. The best predictor of academic success, measured by the final grades, namely components of academic skills, reading and writing abilities. Higher levels of digital literacy positively affected the high output of learning outcomes to student academic performance.

Comparison of Students' Covariational Reasoning Based on Differences in Field-Dependent and Field-Independent Cognitive Style

Students’ difficulty in calculus can be related to their ability in covariational reasoning in school or college. Reasoning process involves high-level cognition. Nevertheless, the relationship between cognitive style and covariational reasoning has not been investigated more specifically. Cognitive style in this study was characterized by field-dependent and field-independent category. This paper describes the covariational reasoning process of field-dependent and field-independent students while constructing the graph of dynamic events. Students’ cognitive style data obtained through the Group Embedded Figures Test (GEFT), while the covariational reasoning data obtained through the covariational problem test and verified by several interviews. The results showed that there was no significant consistent difference between field-dependent and field-independent students in their covariational reasoning level, but there were differences in students’ way of reacting to the context of the problems. Field-dependent subjects exhibited their mental action inconsistently when they faced a new problem that more complex than before. This finding indicated that we need to set the problem to make it an effective stimulus in developing student’s covariational reasoning ability.

FORMATIVE ASSESSMENT: OBJECTIVES, CONDITIONS, PRINCIPLES AND STRUCTURE

Introduction. The article outlines the problem of applying formative assessment in the educational process in higher education institutions, the objective of which is to improve the quality of education. Today, the skills of the formative assessment model are becoming increasingly popular in learning that can be applied throughout life – “learning for learning”. The purpose of the paper are: 1) to consider the es- sence and generalize the principles of formative assess- ment; 2) to determine a role of the formative assessment for forming culture of independent students’ work; 3) to present the developed structure of the formative assessment process in the form of a repeating cycle.The methods of descriptive and comparative analysis are used in the article. Results. A number of domestic and foreign research, theories which cover such terms as “formative” and “summative assessment” are analyzed. The pioneering frameworks of two types of assessment – formative and final, offered in foreign psychological and pedagogical literature have been researched. The difference of the definitions for “assessment” and “evaluation”, given in English in foreignpublications, is considered. The func- tions of formative and final evaluation are determined. The characteristics of the concepts of “grade” and “evalu- ation” are described and their common generic features are formulated. The main objectives of formative assess- ment are presented: “Assessment for Learning” and “Assessment as Learning” which allow to achieve results at different stages of the lesson using BYOD technology (before activities, in the process of activity, at the end of the lesson). Originality. The conditions of effective assessment are determined and the principles of formative assessment for all participants of the educational process are developed. Assessment strategies for achieving a certain objective depending on the stage of educational activity, expected results and individual help of the teacher to the student with effective use of available resources are analyzed. The features of Formative Assessment, Current Evaluation and Summative Evaluation are compared. In the educational process, the main factor is the psychological and pedagogical support of the process by the teacher, which should be manifested in the teacher’s attitude to the student as a mentor. The structure of the formative assessment process, which consists of five stages and is a repetitive cycle, is offered.Conclusion. Formative assessment is an essential pedagogical condition for the formation of relevant culture of independent students’ work

Analyzing students’ abstraction in learning common tangent lines of two circles based on cognitive styles

[English]: This study was aimed to describe the abstraction process of students with different cognitive styles in learning common tangent lines of two circles using recognizing, building-with, and construction (RBC) model. This qualitative research collected data through questionnaires, written tests, and task-based interviews. Eight students with field-dependent and field-independent were involved as the subjects. The interview transcripts were analyzed and grouped into cognitive actions of the RBC model. Findings showed that to reach the stage of construction activities, field-dependent students tend to need guidance and more time in recognizing and constructing the concept of a common tangent of two circles using their prior knowledge. Meanwhile, field-independent students tend to directly recognize and construct the concept using their prior knowledge so that they successfully constructed the concept of common tangent lines of two circles. This study shows that (1) field-dependent students use their prior knowledge that relates to the concept of common tangent lines of two circles less than field-independent students who tend to be able to use most of their prior knowledge relevant to the concept of common tangent lines of two circles, and (2) students who has similar cognitive style may not show the same success in abstraction process. Keywords: Abstraction, Circles, Common tangent line, Cognitive style, RBC Model [Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan abstraksi siswa SMP dengan gaya kognitif berbeda dalam mempelajari garis singgung pada dua lingkaran yang dianalisis menggunakan model RBC (Recognizing, Building-with, Construction). Data penelitian dikumpulkan melalui angket, tes tertulis, dan wawancara berbasis tugas. Delapan siswa dengan gaya kognitif field-dependent dan field-independent dipilih sebagai subjek penelitian. Data penelitian dianalisis berdasarkan rekaman wawancara yang sudah ditranskrip dan dikelompokkan berdasarkan tindakan kognitif model RBC. Hasil penelitian menunjukkan bahwa siswa field-dependent cenderung memerlukan petunjuk dan waktu lebih lama untuk mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu hingga sampai pada aktivitas konstruksi. Sementara siswa field-independent cenderung langsung mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu sehingga berhasil mengkonstruksi konsep garis singgung pada dua lingkaran. Penelitian ini menunjukkan bahwa (1) siswa field-dependent lebih sedikit menggunakan pengetahuan terdahulu yang berkaitan dengan konsep garis singgung dua lingkaran daripada siswa field-independent yang cenderung dapat melihat sebagian besar pengetahuan lama yang relevan dengan konsep garis singgung dua lingkaran, (2) siswa dengan gaya kognitif yang sama belum tentu menunjukkan keberhasilan yang sama pada proses abstraksi. Kata kunci: Abstraksi, Dua lingkaran, Garis singgung, Gaya kognitif, Model RBC

Kreativitas dan Proses Berpikir Kreatif Siswa Field Independent Dalam Pemecahan Masalah Matematika

<p><strong>Abstract:</strong> This study aimed to describe field independentstudent’creative thinking process in problem solving mathematics. The participants of this study were the eighth grade students of MTs Negeri 1 Malang. Fluency, flexibility, and originality are there are three indicators indicating creativity. Preparation, incubation, illumination, and verification are four creative thinking process by Graham Wallas. Those two will be discussed brifely ini this study from field independent students.</p><strong>Abstrak:</strong><em> </em>Tujuan penelitian ini adalah untuk mendeskripsikan proses berpikir kreatif siswa <em>field independent</em> dalam pemecahan masalah matematika. Penelitian ini dilaksanakan di kelas VIIIM MTs Negeri 1 Malang. <em>Fluency,flexibility, </em>dan <em>originality </em>adalah tiga indikator yang menggambarkan kreativitas. Persiapan, inkubasi, iluminasi, dan verifikasi adalah empat tahapan proses berpikir kreatif yang dikembangkan Graham Wallas. Dua hal ini akan dibahas dalam penelitian dimana subjek penelitiannya merupakan siswa <em>field independent</em>.