Objective: The research objective was to identify and analyze the relationship between student ability and project-based learning (PBL) with increased learning, the relationship between critical thinking ability and project-based learning with increased learning, and the relationship between project-based learning and learning improvement. project-based learning mediates the relationship between student ability and learning improvement and mediates the relationship between critical thinking ability and learning improvement.Methodology: This research is a type of quantitative research where it examines the relationship between exogenous and endogenous variables. This quantitative study uses the SEM-SmartPLS 3.0 model and also uses a quasi-experimental design method because it observes two groups, namely the control group and the experimental group.Findings: Based on the results of hypothesis testing using Smart PLS it shows that, H1, H2, & H3, are accepted because the t table value is greater than the calculated t value or has an alpha (α) value less than 5%. Whereas H4, H5, H6, and H7 cannot be accepted (rejected) because their value is greater than 5%. The experimental class showed an increase with the previous average value of 54.31 while the average result after treatment was 78.79 so there was an increase of 24.48. The homogeneity of the data was tested with the homogeneity test of variance with the significance value of 0.693 > 0.05.Conclusion: Student Ability has a significant effect on PBL and learning improvement. critical thinking ability has a significant effect on PBL and learning improvement. PBL has no significant effect on learning improvement. PBL does not mediate the relationship between student ability and learning improvement, and the relationship between critical thinking ability and learning improvement. The ability to think critically in learning to write explanatory texts with causal patterns using the Problem-Based Learning model shows good results. This can be seen from the students' scores in the experimental class that has increased after being given treatment (controlled).
This study is to analyzethe types of idiomatic expressionsthat are mostly had on Diary of a Wimpy Kid“Dog Days” by Jeff Kinneyand strategies which are mostly applied by the translators in translating the idioms based on the strategies proposed by Baker (1992).This study useddescriptive method to describe the type of idiomatic expression and strategy in translating idiom.The types of idioms which are mostly found in the novel entitled Diary of a Wimpy Kid (Dog Days). As the sample of the data taken from idioms in the novel. It had 52 idioms as the sample of the data. The data show that phrasal verbs are the most frequent idioms found in the novel with a total of 27 occurrences or 52% idioms. From 52 idioms found in the novel, the translators mostly used paraphrased as the strategy in translating idioms into the target language with a total 42 occurrences or 81% of idioms. In other words, the idioms found in the source language were translated into non-idioms in Indonesian language. This kind of strategy can be done by the translator as long as the translator can keep the natural meaning in the target language, so the reader can enjoy the story comfortably.
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