The purpose of this study to discover the impact of Smartphone on human psychological well-being. This study is done from the perspective of Empirical Phenomenological Research, Qualitative. The method to collect the data is observation and inventory / an unstructured interview. The observation is done among Timorese universitarian in Malang. At the same time, had been done an interviewed on 15 subjects. The analysis the data is using descriptive through phenomenological, eidetic and transcendental reduction. The Result of the research shown that there are two impacts of the smartphone on universitarian such as positive negative. There are positive impacts because the utilization of smartphone is facilitating universitarian to reach psychological wellbeing. It became a smartphone been used to obtain well-being by communicating and chatting with family and friends. The further positive function is facilitating universitarian to develop their human resources/skill by studying. The negative impact was the frequencies of using the smartphone. Some universitarian used most of their time to play games (irritating-eyes). Some of them are using headset frequently it is trouble for hearing. Therefore universitarian needs to wisely use the smartphone.
This study aims to analyze the effect of using concrete teaching tools on physics learning outcomes on the subject of temperature and heat of senior high school students. All the students of grade 11 of the Natural Sciences program at ESG 1 Baucau became the population. The sample of this research was 66 students of grade 11 Trimester I Natural Sciences at the same school. Researchers used experimental methods, tests, observations, questionnaires, and documentation to collect data. The instrument organized by the researcher with a field-test to test validity and reliability. The Alpha Cronbach = 0.66 and KMO = 0.73 shown the instrument are valid and reliable to collect the data. Data analyzed with simple linear regression. The result shows that the correlation coefficient value (r) has 72.5%, which means positive and significant impacts. The tcount = 8.137 > ttable =1.997, significant = 0.005. Furthermore, the Y = 1,264 + 0.590 shows a significant impact because the leaning value increased to 0.590. Meanwhile, the R2 = 52.6%. These results proved that the use of concrete teaching tools determines the increase and decrease in the learning outcomes of students. This finding concluded that there was a significant impact of using the concrete teaching tools on physics learning outcomes on the subject of temperature and heat of the grade 11 of students majoring in Natural Sciences in Trimester I ESG 1 Baucau, East Timor. This finding recommended to all the Physics teachers who teach in senior high school and subsequent researchers.
Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and creating and communicating meanings in a variety of ways. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. As they continue to learn, children increasingly consolidate this information into patterns that allow for automaticity and fluency in reading and writing. Consequently, reading and writing acquisition is conceptualized better as a developmental continuum than as an all-or-nothing phenomenon. But the ability to read and write does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. Specific abilities required for reading and writing come from immediate experiences with oral and written language. Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them do many things in life. The aims of research consist of the following to know effect contextual in teaching materials on writing kid stories grade 4th Elementary School in Surakarta. The study employs experiment method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research sig value. <from α or 0.03 <0.05, so Ho = rejected and H1 = accepted which means there is a difference of effectiveness between learning with conventional teaching material used by teacher with teaching material on writing kid stories based on contextual.
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