Data were collected through student questionnaires, teacher questionnaires, interviews, documentation and observation. The subjects in this study were 18 junior high schools in South Tangerang to follow quantitative data and 6 junior high schools in South Tangerang to collect qualitative data. The evaluation model used in this research is the sustainability evaluation model (discrepancy model). This research is an evaluation research, using quantitative and qualitative approaches. This study aims to describe the implementation of character education in mathematics learning in junior high schools in South Tangerang along with its supporting and inhibiting factors. Implications for research and practice are discussed. Analysis drew on the theory of expansive learning to examine how the Learning Lab process worked through expansive learning actions. Learning Lab members engaged in historical and empirical root cause analyses, mapped out their existing discipline system, and designed a culturally responsive schoolwide behavioral support model in response to diverse experiences, resources, practices, needs, and goals of local stakeholders. Learning Lab successfully united local stakeholders, specifically those who had been historically excluded from the school’s decision-making activities. In this article, we present a formative intervention, Learning Lab that addressed racial disparities in school discipline at a public high school. The racialization of school discipline has been linked to long-term deleterious impacts on students’ academic and life outcomes. Youth from racially minoritized communities disproportionately receive exclusionary school discipline more severely and frequently. Based on the three tests, this module was declared valid, practical, and effective to be used in geometric transformation material for high school students. This can be seen from the results of a paired simple test which shows a significance value of 0,000 () which means that this module is able to provide differences or improve students’ learning outcomes based on the average pretest score which is 51 to 88 of theaverage posttest score. In addition, with the help of a test sheet, it can be seen that this module is able to improve learning outcomes. This module was tested on 10 ten grade high school students and is declared practical based on the indicators of the media practicality sheet. This module is declared valid in terms of media and material aspects with an average validity score of 3.7 (valid) for material aspects and 4 (valid) for media aspect. The module is aimed at helping high school students to understand the relevance of geometry transformation to reality and how to solve it. This research is development research with ADDIE development modelto produce a valid, practical, and effectivemodule on geometric transformation. Seeing the importance of geometric transformation and difficulties experienced by students, the development of a geometry transformation module was carried out which was able to eliminate difficulties in studying and understanding the geometric transformation. Geometry transformation is one of the mathematics learning materials that are very closely related to everyday life but has many formulas that make it difficult for students, especially high school students to understand it. 2 manuscripts have started the results of their writings by fulfilling the rule of writing. Of the seven texts prepared the results are quite encouraging. The results of habit transformation in adolescent students are quite significant, so that the 5 texts that have begun to be seen develop and several texts in the process of improvement. Only to discuss the substance of scientific writing needs field reinforcement data carried out by students and must be guided directly by the guidance teacher through habit transformation of writing so that the validity and writing of scientific writings can be accounted for. In this paper, it is discussed giving habit transformation of writing through concepts and for example making students see general writing, then students look for references and field data. While the material can be achieved and competitions can be followed. Add another competition for scientific publication of adolescents conducted at the District / City, Provincial and National Level. Similarly, the writing material results from field observations and observations. Writing Learning must still be based on Core Competencies (KI) which are then announced in Basic Competencies (KD) and Indicators through learning material.
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