<p>Information technology (IT) has provided a new means for online learning outside conventional classrooms. By using IT, blended learning is an approach that gives the best advantage from class and online learning. It is also help the higher education to improve their understanding of how students see blended learning and formulate strategies to successfully implement blended learning. The aim of this research is to examine how students' attitudes towards various aspects of learning which can influence their readiness to participate in blended learning. We provide six aspects of learning and then collect 85 students as respondent. The analysis revealed three main findings. First, the use of technology in education is not an obstacle for students. Second, the ability to follow blended learning are influenced by four things namely attitudes toward online learning, study management, online interaction, and learning flexibility. Third, attitudes toward learning in class have a negative relationship with students' readiness to participate in blended learning. The last, student attitudes towards various aspects of learning can be important in assessing students' readiness for blended learning, which is a prerequisite for the successful application of blended learning.</p><p><em> </em></p><p><strong>Keywords</strong>: Blended learning, industry 4.0, student attitudes</p>
This study aimed to describe the problem-solving abilities and mathematical connections of the sixth-semester students of Physics Tadris in the Statistical Physics course, especially the Bose-Einstein Equation Material. This type of research is quantitative descriptive research. Data collection in this study used a cognitive test technique in the form of a description test to measure students' mathematical abilities, which amounted to 8 questions, of which four were used to measure problem-solving abilities, and four were used to measure students' mathematical connections. Data analysis was carried out descriptively to determine the profile of students' mathematical abilities and the distribution of predicate achievement on the ability of problem fractions and students' mathematical connections. The results showed that students' average problem-solving ability and mathematical connection were in the Pretty Good category.
Peranan konselor di berbagai latar sekolah, baik di Sekolah Dasar (SD), Sekolah Menengah Pertama (SMP), maupun di Sekolah Menengah Atas (SMA) dapat berjalan sukses dengan adanya keterlibatan dan peran para guru, orang tua, serta pihak yang lain. Dalam latar sekolah bukan hanya dengan konseling saja tetapi juga ada konsultasi dan koordinasi. Program konseling ini dilakukan oleh konselor dengan menggunakan program layanan konseling individual, konseling kelompok, dan bimbingan klasikal. Layanan ini digunakan oleh konselor pada semua latar sekolah dengan menyesuaikan kebutuhan para siswanya. Layanan konseling yang diberikan di Sekolah Dasar akan berbeda dengan Sekolah Menengah Pertama, dan Sekolah Menengah Atas.
Penelitian ini bertujuan untuk meningkatkan pemahaman tentang akibat pernikahan di bawah umur melalui layanan informasi dengan teknik diskusi pada siswa kelas XI di Sekolah Menengah Kejuruan Negeri 1 Putussibau Kabupaten Kapuas Hulu, metode penelitian yang digunakan dalam penelitian ini yaitu penelitian tindakan, dengan bentuk penelitiannya adalah Penelitian Tindakan Bimbingan Dan Konseling (PTBK). Untuk mengumpulkan data penelitian, digunakan teknik pengumpul data yaitu (1) Teknik observasi langsung, (2) Teknik komunikasi langsung, (3) Teknik komunikasi tidak langsung,(4) Teknik dokumenter sedangkan alat pengumpul datanya yaitu (1) Pedoman observasi, (2) Panduan wawancara, dan (3) Skala psikologis. Penelitian dilakukan dikelas XI di Sekolah Menengah Kejuruan Negeri 1 Putussibau Kabupaten Kapuas Hulu dengan jumlah subyek penelitian 28 orang siswa. Hasil pelaksanaan layanan informasi dengan teknik diskusi untuk meningkatkan pemahaman tentang akibat pernikahan di bawah umur mendapat presentase rata-rata 85,61% dengan kategori baik.__________________________________________________________ This study aims to improve understanding of the consequences of underage marriage through information services with discussion techniques for class XI students at Putussibau Vocational High School 1 Kapuas Hulu District, the research method used in this research is action research, with the form of Action Research Guidance and Counseling (PTBK). To collect research data, data collection techniques were used, namely (1) direct observation techniques, (2) direct communication techniques, (3) indirect communication techniques, (4) documentary techniques while the data collection tools were (1) observation guidelines, (2 ) Interview guides, and (3) Psychological scale. The research was conducted in class XI at Putussibau Vocational High School 1 in Kapuas Hulu Regency with the number of subjects were 28 students. The results of the implementation of information services with discussion techniques to improve understanding of the consequences of underage marriage received an average percentage of 85.61% with good categories.
In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.
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