The Attitude of Healthcare Services Management Students towards Self-Directed Learning

Background: Due to the many developments in the field of science and knowledge, self-directed learning can play a key role in lifelong learning and empowerment as a very important skill. Therefore, this study was conducted to determine the attitude of healthcare services management students of Zabol University of Medical Sciences towards self-directed learning in 2019. Methods: In this descriptive-analytical study, 62 students of health care management major were selected using the census method. A standard questionnaire was used in this study. Data were analyzed using appropriate descriptive and inferential tests. Results: The most frequent elements were "lack of influence from the teacher" (3.24 ± 0.935) in the category of perception of self-direct learning, "higher arousal power than the traditional method" (2.65 ± 0.791) in the category of how to effect learning, "quizzes and tests" (2.73 ± 0.961) in the category of barriers and "good lecture" (3.02 ± 1.000) in the category of motivational factors. Conclusion: From the students' point of view, Individual characteristics played an important role in determining self-directed learning efficiency and lack of knowledge was one of the major obstacles.

Factors that De-motivate EFL Students’ Class Participation at a School of Languages

The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.

Bagaimana Kualitas Pelayanan dan Fasilitas Belajar dapat Mempengaruhi Loyalitas Mahasiswa dengan Mediasi Kepuasan Mahasiswa?

This study aims to analyze the effect of service quality and learning facilities on student loyalty mediated by student satisfaction. The subjects of this study were students of the Magister Management of the National Development University “Veteran” Yogyakarta. This research includes a quantitative approach with a survey method. Collecting data in this study using a questionnaire with a Likert scale. The data analysis method used was SmartPLS 3.0. Results 1) The effect of service quality directly has a positive effect on student loyalty by 0.002 but not significant because the T-statistic is 0.008 <1.96 and the P-value is = 0.994> 0.05. Thus the quality of service does not have a significant effect on student loyalty of Master of Management at the National Development University “Veteran” Yogyakarta. 2) The effect, learning facilities have a positive effect on student loyalty of 0.339 but not significant because the T-statistic is 1.218 <1.96 and the P-value is = 0.226> 0.05. Thus, learning facilities do not have a significant effect on the loyalty of students of Master of Management at the National Development University “Veteran” Yogyakarta. 3) Influence, learning facilities have a positive effect on student loyalty by 0.339 but not significant because the T-statistic is 1.218 <1.96 and the P-value is = 0.226> 0.05. Thus, learning facilities do not have a significant effect on the loyalty of students of Master of Management at the 'Veteran' National Development University Yogyakarta. 4) The effect of learning facilities in this case has a positive and significant effect on student loyalty by mediating student satisfaction of 0.192 (T-Statistics = 1.984 and P-value = 0.048). The estimation results of the mediation test show that student satisfaction can mediate the effect of learning facilities on student loyalty because the T-statistic is greater than 1.96, namely 1.984 and the P-value = 0.048 is smaller than the P-value 0.05. It can be interpreted that there is an effect of learning facilities on student loyalty which is mediated by student satisfaction.

Learning Novel Skills From Iconic Gestures: A Developmental and Evolutionary Perspective

Cumulative cultural learning has been argued to rely on high-fidelity copying of other individuals’ actions. Iconic gestures of actions have no physical effect on objects in the world but merely represent actions that would have an effect. Learning from iconic gestures thus requires paying close attention to the teacher’s precise bodily movements—a prerequisite for high-fidelity copying. In three studies, we investigated whether 2- and 3-year-old children ( N = 122) and great apes ( N = 36) learn novel skills from iconic gestures. When faced with a novel apparatus, participants watched an experimenter perform either an iconic gesture depicting the action necessary to open the apparatus or a gesture depicting a different action. Children, but not great apes, profited from iconic gestures, with older children doing so to a larger extent. These results suggest that high-fidelity copying abilities are firmly in place in humans by at least 3 years of age.

Analisis Pengaruh Pembelajaran Discovery terhadap Minat dan Hasil Belajar Asam Basa Peserta Didik

This research is a quasi-experimental that aimed to find out the effect of discovery learning model toward interests and learning outcomes of students in class XI MIA SMAN 3 Pinrang. Independent variable in the research is discovery learning model and direct instruction and dependent variables is areinterest and learning outcomes of acid-base. The population in this research is all students class XI MIA SMAN 3 Pinrang that consist of six classes. Class XI MIA5 as an experiment group that consist of 31 students and class XI MIA2 as a control group that consist of 33 students. The result data of the research was obtained by interest questionnaires and learning outcomes test on acid-base topic for post test. Data were analysed using descriptive statistics and inferential statistics. The results of hypothesis testing for interest using t-test values obtained at tcount = 3,025 and significance level α = 0,05 with df = 3 and ttable = 1,66 because tcount > ttable it indscate that H0 failed. So the are is effect learning model effect learning model to learning interets of students class XI MIA SMAN 3 Pinrang. While for testing the learning outcomes using Mann-Whitney test obtained at Zcount = 3,48 and significance level α = 0,05 with df = 3 and ztable= 1,64. It shows that there is the effect of discovery learning model toward learning outcomes of students in class XI MIA SMAN 3 Pinrang. Testing correlation for experiment group is obtained rcount = 0,618 on significance level α = 0,05 and rtable = 0,355, so it can be concluded that there is positive correlation interests with learning outcomes in discovery learning model. While testing correlation for control group is obtained rcount = 0,488 on significance level α = 0,05 and rtable = 0,344, so it can be concluded that there is positive correlation interests and learning outcomes in direct instruction.

Development of Cross-School Professional Learning Communities

Effective schools are widely recognized as those in which the adults who work there are committed to their own learning and where learning is at the heart of everything undertaken, in effect learning organizations. In such learning cultures, there is a perpetual process of change and development and such schools have become known as Professional Learning Communities (PLCs). Such PLCs are discovering that one of the most successful ways of supporting continuous development is through the use of in-house structured research which identifies relevant learning needs at all levels and strives to meet these needs through the school’s provision. In the 21st century, very few schools operate in isolation and collaboration between schools or groups of schools has become essential for their improvement and for the development of the education system as a whole. The use of in-house research both within and across schools increases the validity of both the learning and the collaboration, which, at its most effective is based on willing participation, trust, and notions of professional partnerships, where all parties are willing to learn from each other, whatever their official or apparent status. Although barriers to this development of cross-school PLCs through in-house research do exist, notably pressures from a competitive environment with a focus on measurable outcomes, a lack of resources including time, the growth of such communities is proving powerful through the use of student voice, staff involvement and leaders’ firm beliefs. Furthermore, a new kind of educational leadership is emerging which depends much less on hierarchical structures and more on openness to new ideas, acceptance that progress is often uneven and rarely simplistic, and a recognition of the importance of personal qualities of all those involved, including the leaders.

Movement is part of the meaning of music notation: A musical Stroop effect for trombonists

Does seeing music notation activate the motor systems of expert musicians in preparation for playing, even when they do not have an instrument to play? Trombonists, non-trombonist musicians, and non-musicians were asked to indicate whether the second note of a visually presented two-note sequence was higher or lower than the first note. Participants responded by moving a joystick forward for “ higher” and backward for “ lower” or by pressing a button in the top or bottom row, respectively, of a computer keyboard. We examined response time as a function of whether the direction of movement required by the task was the same ( congruent) or different ( incongruent) from the direction of movement of a trombone slide when playing the same notes on the trombone. For trombonists, responses were faster for congruent than for incongruent trials for the joystick, but not for the keyboard. There was no effect of congruency for non-trombonists for joystick or keyboard responses. The trombone congruency effect is a new kind of musical Stroop effect. Learning to play a musical instrument links the motor and perceptual systems so that seeing musical notes automatically primes playing them.

Teaching Islamic Education in Early Childhood by Instilling Values Islamic Aqidah

The golden age for children at an early age is the growth of intelligence in children because this age child started to vulnerable to increased them in faith and the development and growth physical mental out of the ordinary in phase which gradual. This day and age is a period of the formation of the nature of, personality and the character of a child. Early age is the most important because of the creation of the children the most important personality. Very important start instruction and correction of the child by religion give education from an early age. If religious education is not the doctrine taught to a child in effect learning early childhood, but education by changing civilization to embody the generation who excels in intellectuals religious by instilling religious values and sticks to young kids. In the planting of Islamic values sticks teaching Islamic education having a very large share. Especially for the developments of the times sure. Keywords: Early Childhood; Education; Values Aqidah. Abstrak Golden age bagi anak-anak Usia dini merupakan masa tumbuh kembang kecerdasan pada anak, karena rentan pada usia ini anak-anak mulai mengalami masa perkembangan dan pertumbuhan fisik mental yang luar biasa dalam fase yang bertahap. Masa ini merupakan periode pembentukan watak, kepribadian dan karakter anak. Usia dini merupakan masa yang terpenting, karena masa untuk pembentukan kepribadian anak yang paling utama. Sangat penting memulai didikan kepada anak dengan memberikan pendidikan agama sejak dini. Bukanlah doktrin jika Pendidikan agama diajarkan kepada anak dalam mempengaruhi pembelajaran anak usia dini, melainkan pendidikan dengan mengubah peradaban untuk mewujudkan generasi yang unggul dalam intelektualis serta religius agamis dengan menanamkan nilai-nilai Aqidah kepada anak sejak dini. Dalam penanaman nilai-nilai Aqidah Islam Pengajaran Pendidikan agama Islam memiliki andil yang sangat besar. Terutama bagi perkembangan zaman tentunya berbeda dalam metode pengajarannya, tetapi nilai-nilai Aqidah harus tetap ditanamkan sejak anak berada pada tahapan usia dini. Pendidikan Agama diperkenalkan sejak dini kepada anak berarti telah membentuk pribadi anak yang religius, terutama dalam nilai-nilai keagaamaan yakni Aqidah dan syariat agama. Kata Kunci: Anak Usia Dini; Pendidikan; Nilai-nilai Aqidah.