Penentuan Jurusan Siswa Sekolah Menengah Atas menggunakan Metode Fuzzy Tsukamoto

According to the Regulation of the Minister of National Education (Permendiknas) Number 22 of 2006, the determination of majors is carried out at the end of the second semester of class X and the implementation of Teaching and Learning Activities (KBM) according to the program majors starts in the first semester of class XI. In fact, there are still many high school students who are confused about choosing a major in a tertiary institution and this phenomenon can be seen in high school students. There are several majors in high school programs such as Natural Sciences (IPA), Social Sciences (IPS), and Language. This research is expected to be able to determine the majors according to the abilities of the new students for the process of selecting majors and provide recommendations that help students in determining the majors in SMA using the Fuzzy Tsukamoto method. The Tsukamoto method is an extension of monotonous reasoning. In the Tsukamoto method, each consequence of the IF-THEN rules must be represented by a fuzzy set with monotonous membership functions assisted by system design using the programming language PHP, HTML, Javascript, and MySQL database, resulting in a decision making system using the fuzzy method. tsukamoto which is a useful website for determining student majors so that it can lighten the work of the school in order to help speed up and make it easier for schools to make decisions in choosing majors.

Development of Food and Beverage Service Module at Vocational High Schools Culinary Service Expertise Program

This article aims to explain about study was to develop a learning module on the subjects of Food and Beverage Service in students majoring in food services SMK Putra Anda Binjai. This study was Research and Development (R & D) by using ADDIE development model. The results of research and development has been done in this study indicates that the validation results by learning modules covering material expert’s feasibility content with value Aiken's V = 0.78 valid criteria, eligibility presentation of Aiken's V = 0.80 on valid criteria, aspects of language with Aiken's V = 0.8 on valid criteria, and validation of design experts with Aiken's V = 0.80 on valid criteria. Test practitioners learning modules to two teachers showed an average yield of 81.67 category of "very practical", while practitioners by 3 students showed an average yield of 79.32 category of Very Practical overall results of the validation by subject matter experts, expert media practitioners and the overall test states that learning modules rated valid and practical, so that used to test for effectiveness. The result of the effectiveness of the learning modules have an average pretest score is 50.83 while the average post-test values to 76.95 so that it can be concluded posttest value results more significant. Therefore, from the validity of the test results, the practicalities and effectiveness, then learning modules on subjects worthy Food and Beverage Service use as a source of student learning Vocational High School Programs Hospitality

An examination of high school programs to assist students diagnosed with emotional disorders

Graduation rates, employment sustainability, and lack of ability to live independently are often outcomes for students with emotional disorders. For these students the connection to incarceration, unemployment, and homelessness to mental illness is high and with the current societal challenges, the numbers of students with emotional disorders are anticipated to increase. The purpose of this study was to identify characteristics of programs to assist students identified with emotional disorders in 9-12 high schools and identify challenges facing those programs as they assist the students towards graduation to prepare them to be college and career-ready post-high school. The results of this study were organized to answer six research questions that examined these programs with resultant themes. The themes were: strategies provided for ED students, desired changes to further support students with ED, supplementary programs to assist students, professional training for staff, data to evaluate progress, and community involvement. The data gained in this study contributed information to the field of study in the area of designing programs that assist high school students diagnosed with ED towards success. The results indicated that schools are moving towards providing environments, training, and support to students with social/emotional/behavioral struggles, however, the trend of this educational shift needs to continue to evolve. Similarly found were several barriers to the success of the programs. The implications for both administrators and teachers are important.

Students’ Transition from Secondary School French Programs into University Level French Immersion

A great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs). Little is known, however, about the impact of these efforts once French language learners complete their high school studies. This paper reports on longitudinal qualitative case studies of two students registered within a Canadian university-level immersion stream. Drawing on an academic discourse socialization approach, the paper examines students’ perspectives of their literacy development as they transition from high school French language programs to a universitylevel immersion program designed to promote advanced levels of bilingualism. Findings stress how the experience of transitioning from French high school programs to university immersion challenges students’ perception of themselves as French learners and their notion of the legitimacy of their high school French experiences.

“They Didn’t Know What To Do With Me”: Transitioning From High School To University Language Study

Despite substantial efforts to develop foreign language learning pipelines, little is known about students’ experiences moving between levels of education. This is particularly true for less commonly taught languages, where pre-tertiary learning is considered crucial for graduating students at higher levels of proficiency. This qualitative case study examines how four L2 learners of Arabic transition from their high school classrooms to university programs. Adopting a grounded theory approach to analyze survey and focus group data, three key themes emerge: initial (dis)orientation in the tertiary setting, classroom (dis)harmony as students navigate new norms, and retrospective appreciation for their high school learning environments. The results illustrate that university programs seem to lack appropriate measures to accommodate pipeline learners. Likewise, high school programs are not doing enough to familiarize students with the learning opportunities ahead. The findings have implications for programs, teachers, and students on both sides of these periods of transition.

TEACHING ME CHING METHODS A THODS AT OPTION T OPTIONAL MATHEMATICS

Background. The article discusses the problems of introducing optional classes into the secondary school — a fundamentally new mass form of education, examines the methods and techniques of teaching and their appropriate use in optional classes. It is necessary to take into account the fact that the choice of students in elective classes is based on the principle of voluntariness. Methods. The article expresses the importance of focusing mathematical electives on the development of teaching methods for topics and sections of mathematics that are included in high school programs. Results. 1. It should be noted that the students of mathematical electives themselves prefer creative forms and methods of teaching and strive not to be passive listeners. 2. Characterizing the whole complex of teaching methods used in elective classes in mathematics, it should be noted that in the proper sense of the word teaching methods are used here the same as in teaching the basic course of mathematics. 3. In the general course of mathematics, the teaching method is used only fragmentarily, the essence of which lies in the independent disclosure of new content by students with the unobtrusive help of the teacher. Conclusion. What is described in this article should not be understood as a decisive rejection of lectures in general. On the contrary, under certain conditions, a lecture method of presentation (say, a survey lecture on a complex problem) can be useful.

Physics-chemistry preservice teachers' opinions about preparing and implementation of STEM lesson plan

The popularization of the STEM educational model has also brought along the need for well-trained teachers. In this model, it is aimed to understand examples in real world and solve related problems. Of course, this depends on the development of critical thinking, creative thinking, researching and experimental skills. For these reasons, in the study, the difficulties which the physics-chemistry preservice teachers encountered while preparing lesson plans in relation to STEM implementations and their opinions about the implementation of these plans. For this purpose, the preservice teachers were asked to form real life-related, information-based problems covering the acquisitions included in the high school programs and then they were expected to turn these into STEM lesson plans. The study is a descriptive study, one of the qualitative research methods. The data was collected via the forms developed by the researchers and including open-ended questions and one-to-one interviews. The obtained data was analyzed according to the steps of content analysis. When the analysis results were examined, it was found that the preservice teachers had difficulty in forming real life-related, information-based problems covering the acquisitions included in the high school programs and integrating them with scientific knowledge and in the engineering integration of STEM implementations and finding materials.

Quality of high school programs for students with autism spectrum disorder

The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.