HUBUNGAN ANTARA KEMAMPUAN LOMPAT TEGAK DENGAN LOMPAT JAUH GAYA JONGKOK KELAS V SD NEGERI ADISCUCIPTO 1 KECAMATAN DEPOK, KABUPATEN SLEMAN YOGYAKARTA TAHUN PELAJARAN 2011/2012

Penelitian ini bertujuan untuk mengetahui hubungan antara kemampuan lompat tegak dengan hasil lompat jauh gaya jongkok pada siswa kelas V SD Negeri Adisucipto 1, Kecamatan Depok, Kabupaten Sleman Yogyakarta Tahun Pelajaran 2011/2012 Populasi yang digunakan adalah siswa kelas V di SD Negeri Adisucipto 1, Kecamatan Depok, Kabupaaten Sleman Yogyakarta yang berjumalah 71 siswa. Penelitian ini menggunakan teknik purposive sampling dengan bersyarat siswa yang ada pada waktu penelitian berjumlah 60 siswa sebagai sampel. kemudian diberi tes dan pengukuran pada masing-masing variabel. Teknik analisis data menggunakan analisis uji korelasional yang mengkorelasikan : kemampuan lompat tegak dengan lompat jauh gaya jongkok. Dari hasil uji korelasi dapat diketahui (r hitung) sebesar 0,007, sedangkan r tabel pada signifikansi 0,05 dan N=60 sebesar 0,254 (r tabel). Melihat hasil tersebut berarti r hitung 0,007 < r tabel = 0,254. Hal ini berarti tidak ada hubungan yang signifikan kemampuan lompat tegak dengan lompat jauh gaya jongkok siswa kelas V SD Negeri Adisucipto 1, Kecamatan Depok, Kabupaten Sleman Yogyakarta. Dengan demikian dapat disimpulkan bahwa : kemampuan lompat tegak tidak memiliki hubungan yang signifikan dengan hasil lompat jauh gaya jongkok pada siswa kelas V SD Negeri Adisucipto 1 Depok Sleman Yogyakarta. Dengan demikian hipotesis alternatif ditolak. Kata Kunci : kemampuan lompat tegak, lompat jauh gaya jongko

Using theory to escape the descriptive impasse

In this article, I focus on the importance of theory for undertaking and making sense of research. In particular, I consider one of the most common challenges for postgraduate students, which is how to shift from describing findings (what I found) to theorising about them (why my findings turned out this way). Using a case study approach, I describe my engagement with a particular set of data and demonstrate how different theories led me to focus on different elements and draw different conclusions. I conclude that explicitly shifting my theoretical approach ended up guiding me towards a much stronger interpretation of my descriptive findings

Peningkatan Kemampuan Berfikir Kritis Peserta Didik pada Muatan Matematika Melalui Model Pembelajaran Problem Solving di Kelas VI SDN 146/X Tanjung Solok pada Semester Ganjil Tahun Ajaran 2021/2022

This research is motivated by the students' thinking ability in learning mathematics is still lacking. The purpose of this study was to obtain information and discuss about improving students' critical thinking skills on mathematics content through problem solving learning models in class VI SDN 146/X Tanjung Solok in the odd semester of the 2021/2022 school year. This type of research is classroom action research (CAR) by following four stages, namely planning, implementation, observation, and reflection. This research was conducted at SDN 146/X Tanjung Solok in the odd semester of the 2021/2022 academic year with the subject of class VI students totaling 17 students. This study consisted of two cycles, where each cycle consisted of two meetings. Data collection techniques used observation sheets, tests, field notes, and documentation. Data were analyzed using percentages and data reduction on students' critical thinking skills. Based on the results of research and discussion, it can be concluded that through problem solving learning models can improve students' critical thinking skills in learning mathematics in class VI SDN 146/X Tanjung Solok. This can be seen from the percentage of students' learning completeness from the first cycle (41%) and increased in the second cycle (82%)

Why do we teach the way we do? : the relationship between tutors' conceptions of teaching and learning, the design/teaching of their online courses and effecive online teaching principles : a thesis presented in partial fulfilment of the requirements for degree of Master of Education at Massey University, Manawatu, New Zealand

There is an increase in the use of e-learning within tertiary institutions and many courses are moving to online learning as the means to deliver all or part of courses that were previously delivered face-to-face. Online delivery, primarily through the internet, provides new challenges for tutors in delivering courses that demonstrate effective teaching principles. This study researched the perspectives and practice of twelve tutors from three different New Zealand polytechnics via a multiple case study. It investigated how tutors’ conceptions of teaching and learning aligned with the design and teaching of their online courses, and with effective online teaching principles. Enablers and barriers to tutors using effective online teaching principles were also examined. Interaction between students, between tutor and student and between tutor and content were all found to be important conceptions of teaching and learning shared by the participants. It appeared that an understanding of learning theory was related to tutors’ conceptions of teaching and learning aligning with the design of their courses. In addition, this understanding influenced tutors’ use of effective online teaching principles. The research identified that all tutors’ courses aligned with the effective online teaching principles of constructive alignment, the chunking of content and tasks into appropriate sizes, and scaffolding of information. The principles related to student interactivity with content, between students and with the tutor were evidenced on two of the polytechnics’ courses with limited evidence on the third polytechnics’ site. The effective online teaching principles of promoting student ownership of the learning process, and interaction with a larger learning environment was demonstrated on few of the tutors’ online courses in this study. The enablers and barriers experienced by tutors played a key role in the extent to which tutors implemented effective online teaching principles in their courses. Institutional processes related to course design, and tutor professional learning and support played a critical role in providing tutors with the knowledge and time they needed to effectively teach online

The finance and marketing dilemma: Do promotional allowances actually increase revenue and profits for Atlantic City casinos?

Casinos offer free items to attract new guests or to reward their loyal customers. Casino management and marketing personnel believe these promotional allowances are necessary to maintain customers and to increase revenue. Three regression models are run to determine if promotional allowances increase gross revenue, net revenue, and gross operating profit for Atlantic City casinos. Results show that with a $1 increase in promotional allowances there is a significant increase of$4.53 in gross revenue, $3.53 in net revenue, and$1.29 in gross operating profit. These results will help management better understand the effect of offering complimentaries to their customers