Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
Purpose of the study: The purpose of this study was to investigate differences in learning achievement between bilingual students and regular students. Methodology: This research methodology uses a quantitative approach with the type of Ex-Postfacto research. Data collection techniques were carried out through documents and interviews. The collected data were then analyzed using conditional tests, such as the normality test and homogeneity test, as well as hypothesis testing with the T test. Main Findings: The findings of this study are that the average Grade Point Average (GPA) of bilingual students is 3.50, with a minimum GPA of 3.36 and a maximum GPA of 3.75. While the average GPA of regular students is 3.41, with a minimum GPA of 3.28 and a maximum GPA of 3.65. Based on the results of the t test calculation, with a 90% confidence level, a significance value (sig) of 0.005 is obtained with a calculated t value of 2.954 which is greater than t table of 1.675. The alternative hypothesis (Ha) is accepted, indicating that there is a significant difference between the GPA of bilingual students and regular students. Novelty/Originality of this study: The novelty of this research lies in the research contribution to the understanding of differences in learning achievement between bilingual students and regular students. These findings can provide new insights in the context of education and show the importance of bilingualism in achieving academic achievement.
Purpose of the study: The purpose of this study was to investigate differences in learning achievement between bilingual students and regular students. Methodology: This research methodology uses a quantitative approach with the type of Ex-Postfacto research. Data collection techniques were carried out through documents and interviews. The collected data were then analyzed using conditional tests, such as the normality test and homogeneity test, as well as hypothesis testing with the T test. Main Findings: The findings of this study are that the average Grade Point Average (GPA) of bilingual students is 3.50, with a minimum GPA of 3.36 and a maximum GPA of 3.75. While the average GPA of regular students is 3.41, with a minimum GPA of 3.28 and a maximum GPA of 3.65. Based on the results of the t test calculation, with a 90% confidence level, a significance value (sig) of 0.005 is obtained with a calculated t value of 2.954 which is greater than t table of 1.675. The alternative hypothesis (Ha) is accepted, indicating that there is a significant difference between the GPA of bilingual students and regular students. Novelty/Originality of this study: The novelty of this research lies in the research contribution to the understanding of differences in learning achievement between bilingual students and regular students. These findings can provide new insights in the context of education and show the importance of bilingualism in achieving academic achievement.
Purpose of the study: The purpose of this research is to find out what obstacles there are in Integrated Social Studies learning and to find out what efforts have been made by teachers to overcome barriers to learning Integrated Social Sciences. Methodology: The methodology used in this research is a qualitative method. The sampling technique used was purposive sampling, taking Integrated Social Sciences teachers and class 8A students at junior high school as data sources. Data was collected through passive observation by researchers and in-depth interviews. Main Findings: Research findings show that Integrated Social Studies learning at junior high school is considered boring by students because of the load of material presented by teachers and the lack of facilities and infrastructure, especially in terms of electronic media. Novelty/Originality of this study: This research contributes to the understanding of the obstacles and efforts made in Integrated Social Sciences learning. The results of this research can be a reference for related parties, such as schools and teachers, to overcome the problems faced in Integrated Social Sciences learning and improve the quality of learning.
Purpose of the study: The aim of this research is to find out teacher strategies in realizing teacher pedagogical competence in high school. Methodology: This research is included in the type of descriptive qualitative research with a phenomenological approach. Data collection comes from interviews and observations. Interviews were conducted with six informants, consisting of two history subject teachers and two sociology subject teachers. The other informants were one class X student and one class XI student who still received instruction from the four teachers. Main Findings: The results of the research show: (1) The meaning of pedagogical competence for teachers in high school (2) Teacher strategies in realizing teacher pedagogical competence in high school are (a) the approach taken by teachers towards students, (b) teacher strategies are based on the approach taken by teachers towards students . Erving Goffman's dramaturgical theory provides an overview of the daily lives of individuals that occur on a stage. In the show there are two parts, namely the front stage which consists of setting, appearance and attitude. Novelty/Originality of this study: The research that is currently being carried out is updated with different approaches from the four high school teachers, resulting in different strategies. An approach can be likened to a map of the geographical conditions of an area, while a strategy is a plan for developing the potential of that area. So, to develop student potential, a teacher must be able to understand student needs in the teaching and learning process.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.