931 research outputs found
A review of technology-enhanced Chinese character teaching and learning in a digital context
The acquisition of Chinese characters has been widely acknowledged as challenging for learners of Chinese as a foreign language (CFL) due to their unique logographic nature and the time and effort involved. However, recent advancements in instructional technologies demonstrate a promising role in facilitating the teaching and learning of Chinese characters. This paper examines studies exploring technology-enhanced character teaching and learning (TECTL) through a systematic literature review of relevant publications produced between 2010 and 2021. The synthesized findings shed insights on the research undertaken in the TECTL field, identifying a focus on charactersâ component disassembling, re-assembling, and associations among orthography, semantics, and phonology. In addition, learnersâ perceptions toward the use of technology and the benefits of various types of technological tools are also discussed in detail. Implications for TECTL are also put forward for future pedagogical practice and exploration
ANALISIS KETERAMPILAN BERPIKIR TINGKAT TINGGI SISWA KELAS VIII DALAM MENYELESAIKAN SOAL BANGUN RUANG SISI DATAR MENGGUNAKAN INSTRUMENT AUTHENTIC ASSESMENT
Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir tingkat tinggi siswa
ditinjau dari authentic assessment dan mengetahui faktor-faktor yang menyebabkan siswa
keliru dalam menyelesaikan soal. Penelitian ini menggunakan metode deskriptif
kualitatif. Subjek dalam penelitian ini yaitu siswa kelas VIII di salah satu sekolah
menengah pertama negeri. Teknik pengumpulan data yang dilakukan adalah tes
keterampilan berpikir tingkat tinggi, portofolio siswa, observasi pembelajaran, dan
wawancara mendalam. Analisis keterampilan berpikir siswa ini menggunakan indikator
tingkatan berpikir taksonomi Bloom Revisi yaitu menganalisis, mengevaluasi, dan
mencipta. Subjek yang dipilih berdasarkan kemampuan siswa pada penelitian ini adalah 9
siswa dari 32 siswa yang terdiri dari 3 siswa kategori atas, 3 siswa kategori tengah, dan 3
siswa kategori bawah. Hasil dari penelitian ini diperoleh (1) subjek kategori bawah
memenuhi tiga indikator keterampilan berpikir tingkat tinggi, yaitu : siswa dapat
memeriksa kebenaran suatu pernyataan, siswa dapat mengaitkan konsep materi dengan
kehidupan sehari-hari, siswa dapat memberikan penjelasan mengenai kebenaran suatu
pernyataan; (2) subjek kategori tengah juga dapat menjelaskan lebih lanjut penyelesaian
suatu persoalan, namun belum sepenuhnya dapat mengkonstruksi model matematika; (3)
subjek kategori atas memenuhi tiga indikator lainnya yaitu mampu menilai kebenaran
suatu proses penyelesaian, mengkonstruksi model matematika dari permasalahan seharihari,
dan siswa dapat membuat permasalahan yang berkaitan dengan materi; (4) faktorfaktor
yang menyebabkan siswa keliru dalam menyelesaikan soal diantaranya tidak teliti,
pemahaman konsep yang salah, terburu-buru ketika mengerjakan soal, siswa hanya
menghapal rumus, dan tidak terbiasa mengerjakan soal problem solving.
This research aims to describe studentâs higher order thinking skill reviewed by authentic
assessment and to obtain factor that caused the fallacious of student in accomplishing the
problem. This research use qualitative descriptive method. The subject in this research
were students of class of VIII in one of public junior high school . The data collecting
techniques of it were higher order thingking skill test, studentâs portofolio, learning
observation, and interview. This analysis of studentâs thingking skill use revised Bloomâs
taxonomy are analyzing, evaluating, and creating. The subject choosen based on
cognitive value, they were 9 students of 32 students of class VIII consists of 3 students of
high category, 3 students of medium category, and 3 students of low category. The
research result obtained (1) low category subject fulfilled three indicators of higher order
thingking skill that were: checking the correctness, connecting the mathematics consept
to daily activities, giving an explanation of the correctness of the statement; (2) medium
category also can explaining the solution, but not all can constructing the mathematics
model of the problem; (3) high category fulfilled another indicators that were evaluating
the process of mathematics solution, constructing mathematics model of daily activities
problem and creating the problem that related to the polyhedron; (4) The factor that
caused the fallacious os student in accomplishing the problem that were student was not
careful, wrong understanding of the concept, in a hurry when solve the problem, student
just memorizing the formula, and not habitual to problem solving
PENGEMBANGAN TEKNIK ALEXANDER UNTUK MENGATASI GANGGUAN KECEMASAN PEMULA DEWASA PADA PELATIHAN PIANO
ABSTRAK
Penelitian ini didasarkan atas kondisi gangguan kecemasan dua pemula dewasa saat bermain piano di pelatihan piano Rancaekek. Siswa piano dengan usia 18 tahun atau lebih dikategorikan sebagai pemula dewasa. Gangguan kecemasan yang ditemukan pada pemula dewasa adalah nervous dan panik. Penelitian ini bertujuan untuk mengetahui peta konsep, implementasi, hambatan pengajar, keunggulan dan kelemahan penerapan teknik Alexander dalam mengatasi gangguan kecemasan pemula dewasa pada pelatihan piano. Teknik Alexander adalah salah satu metode terapi fikiran-tubuh yang dikembangkan sebelumnya selama lebih dari 120 tahun, membantu seorang individu untuk mengubah kebiasaan postural dan gerakan yang berakibat buruk bagi tubuh untuk memodifikasi respon terhadap rangsangan, yang meliputi rasa sakit dan stress. Terdapat beberapa prinsip pada teknik Alexander: Recognition of Habit, direction , inhibition, primary control and conscious. Adapun gerakan pada prinsip primary control yaitu posisi setengah terlentang, posisi tangan menggenggam dan mendorong sandaran kursi, dan posisi kera. Metode yang digunakan dalam penelitian ini adalah Design Based Research dengan pendekatan kualitatif yang berkarakter fenomenologis. Peneliti bertindak sebagai guru piano. Teknik pengumpulan data yang dilakukan yakni wawancara, observasi, dan dokumentasi. Hasil dari penelitian ini adalah penerapan pengembangan teknik Alexander pada dua pemula dewasa dalam pelatihan piano di Rancaekek dapat mengatasi gangguan kecemasan berupa nervous dan panik faktor traumatik.
Kata Kunci: Teknik Alexander, Gangguan Kecemasan, Pemula Dewasa, Pelatihan Piano
ABSTRACK
The detection of anxiety disorders in two adult beginners while playing the piano at Rancaekek piano training was the main reason for this study. Those aged 18 years and above are categorized as adult beginners. The anxiety disorders in adult beginner are nervousness and panic attack. The aim of this study was to find out the Alexander concept map that is applied to adult beginners in piano training, the implementation, teacher barrier to the application, the superiority and the weakness of Alexander's technique in dealing with adult beginner anxiety disorders on piano training. Alexander technique is one of the originally developed Mind-Body therapy methods for more than 120 years, helping an individual to change postural habits and self-destructive movements to modify responses to stimuli, which can include pain and stress. There are several principles in Alexander technique: Recognition of Habit, direction, inhibition, primary control and conscious. There are several movements in the primary control: the semi-supine, the hand on the back of a chair and the monkey position. The method used in this study was Design-Based Research with a qualitative approach that has phenomenological characteristics. The researcher acted as a piano teacher. There are several data collection techniques carried out: interviews, observation, and documentation. The results of this study are the application of Alexander's development techniques to two adult beginners in piano training in Rancaekek to overcome anxiety disorders in the form of nervous and panic traumatic factors.
Key Words: Alexander Technique, The Anxiety Disorders, Adult Beginner, Piano Trainin
\u3ci\u3eThe Nebraska Educator,\u3c/i\u3e Volume 3: 2016 (complete issue)
There are not many student-run academic journals, so The Nebraska Educator is excited to provide a forum for researchers, scholars, policymakers, practitioners, teachers, students, and informed observers in education and related fields in educational settings in the United States and abroad. Now in our third year, it is exciting to see the work that continues to be accomplished when those interested in educational research have a venue to share their contributions. To date, articles published in the previous two volumes of our journal have been downloaded more than 7,000 times by readers all across the globe.
The Nebraska Educator has four main goals with its published research: (1) to familiarize students with the publication process, (2) to faciliate dialogue between emerging scholars, educators, and the larger community, (3) to promote collegiality and interdisciplinary awareness, and (4) to establish a mechanism for networking and collaboration.
This publication would not have been possible without the guidance and assistance from faculty, staff, and graduate students across the College of Education and Human Sciences. We are also grateful for the work of Paul Royster at Love Library, who assisted us with the final formatting and online publication of our journal. In addition, we would like to thank the Department of Teaching, Learning, and Teacher Educationâs Graduate Student Assocation, whose financial contributions helped to launch our journal.
The Nebraska Educator is an open-access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance at all levels of education. We seek original research that covers topics which include by are not limited to: (a) curriculum, teaching, and professional development; (b) education policy, practice, and analysis; (c) literacy, language, and culture; (d) school, society, and reform; and (e) teaching and learning with technologies.
If you are interested in submitting your work to The Nebraska Educator, please submit online using: http://digitalcommons.unl.edu/nebeducator/
Contents of Volume 3
Examining doctoral attrition: A self-determination theory approach, by Mark Beck
Korea and the Dominican Republic: A transnational case study-analysis, by Aprille Phillips
Transitional Adjustment Intervention for International Students in U.S. Colleges, by Zhuo Chen
Language, Literacy, and Dewey: âExperienceâ in the Language Arts Context, by Jessica Masterson
Fostering Metacognition in K-12 Classrooms: Recommendations for Practice, by Markeya S. Peteranetz
A Technology-Supported Learning Experience to Facilitate Chinese Character Acquisition, by Xianquan Liu and Justin Olmanso
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Advances in Technology Enhanced Learning
âAdvances in Technology Enhanced Learningâ presents a range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate. This interactive and experimental resource discusses innovations which pave the way to open collaboration at scale. The book introduces methodological and technological breakthroughs via twelve chapters to learners, instructors, and decision-makers in schools, universities, and workplaces.
The Open University's Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more
Developing Learning System in Pesantren The Role of ICT
According to Krashen's affective filter hypothesis, students who are highly motivated
have a strong sense of self, enter a learning context with a low level of anxiety, and are much
more likely to become successful language acquirers than those who do not. Affective factors,
such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition.
Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign
languages. Thus, this study recruits 100 college students to fill out the Foreign Language
Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study
designs and develops an affective tutoring system (ATS) to conduct an empirical study. The
study aims to improve studentsâ learning interest by recognizing their emotional states during
their learning processes and provide adequate feedback. It is expected to enhance learners'
motivation and interest via affective instructional design and then improve their learning
performance
Opening all your senses : an exploration of the multimodal approach to engage students' learning of Chinese as a foreign language
This study explores how to use multimodal approaches to engage students in learning Chinese as a foreign language in Australian schools. It includes exploration of different modes that can be utilised in class, the ways that various modes can be integrated to engage students, and the connection between the suitability of modes and teaching content. To find the answers to the research questions, a two-cycle action research was designed. Data is collected mainly from documents, observations, reflective journals, questionnaires, and focus group interviews. It was then analysed through a qualitative method, and three data-driven themes are presented: the picture-based multimodal approach, the gesture-based multimodal approach, and the touch-based multimodal approach. The multimodal approach shows its strength in engaging students by stimulating studentsâ senses with various modes and forming a relaxingâcompetitive learning environment in class. It is also found that supplementary methods âćșŠâ du, teaching strategies, etc.) are needed to maximise the effects of the multimodal approach. This research provides several evidence-driven practical multimodal methods for other teachers of Chinese to draw upon to engage their students in teaching Chinese as a foreign language classes
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