STUDENTS’ RESPONSES TOWARDS E-LEARNING SCHOOLOGY CONTENT ON CREATIVE WRITING LEARNING DURING THE COVID-19 PANDEMIC

The era of the COVID-19 pandemic brought major changes in the world of education, not only in Indonesia, but in the world. Almost all countries feel the same way. The learning system has switched from an offline/face-to-face to an online system. This world disaster has made many new applications appear or the famous applications that support online learning. One of them is Indonesian learning which requires learning technology, especially writing skills; creative writing. Writing skills in high school are needed. There are many types of creative writing that must be mastered by students, such as writing biographies, writing short stories, writing poetry, and so on. Moreover, in the 2013 curriculum, Indonesian language learning is text-based which directs students to be able to produce text-based writings. The purpose of this study was to determine the practicality of the content of E-Learning Schoology in learning creative writing in high schools in Palembang city in terms of teachers. This research is research and development research. The object of research is the 10th grade Indonesian at SMA Palembang. The method used is the Delpi method. Data collection techniques are questionnaires and FGDs. Data were analyzed quantitatively and qualitatively. Based on the results of research and discussion, it can be concluded as follows. First, the E-Learning Schoology content for creative writing learning has been practically used based on the small group test which was participated by 10 students. This practicality can be seen from the assessments given by students on aspects of material, language, content presentation, and E-Learning which show a very decent value. Mean value which was above 4.25. Second, the students stated that the content developed has advantages such as, interesting, motivating, complete material, easy to use, inspiring, provides many learning experiences, the language is easy to understand, the features used are interesting and make it easier to learn. Third, this content has weaknesses, but these weaknesses occured because of the lack of understanding of students in operating this e-learning

Essential and beneficial elements of school based intervention programs for grieving students

Includes bibliographical references

Exploring Picture Series, Students Motivation and Gender Toward Speaking Achievement

The media utilized in the teaching and learning process should adapt to the circumstances and settings, as well as be compatible with the abilities of the students. The media industry has a common need for creative men and women who can effectively communicate information and ideas via words and visuals. This study was aimed to found out: whether or not there were an influence of interaction among picture series, motivation and gender toward speaking achievement. Method of this research used quantitative with factorial 2x2x2 design approach. There were 60 students as sample, 30 students for experimental group and 30 students for control group. The sample was taken by using purposive sampling., the data were collected by using speaking test and questionnaires. To verify the hypotheses, the data were analyzed by using three-way ANAVA. Based on the data analysis, the result of three-way ANAVA showed that the interaction between: 1) the experiment and control classes obtained significant values = 0.001 < 0.05, the first hypothesis was acceptable, 2) the male and female genders obtained significant values = 0.367 > 0.05, the second hypothesis cannot be accepted, 3) high and low motivation obtained significant value = 0.085 > 0.05, the third hypothesis is unacceptable, 4) class and gender obtained significant value = 0.820 > 0.05, the fourth hypothesis is not acceptable, 5) class and motivation obtained Significant value = 0.669 > 0.05, then the fifth hypothesis is unacceptable, 6) Gender and motivation obtained Significant value = 0.015 < 0.05, then the sixth hypothesis is acceptable, and 7) the interaction among class, gender and motivation was obtained Significant value = 0.380 > 0.05, the seventh hypothesis was unacceptable. Thus, it could be concluded that there was no interaction between class, gender and motivation for speaking achievement scores

Pemanfaatan Media Pembelajaran Berbasis Android Menggunakan Pendekatan Inkuiri Untuk Menguatkan Technological Pedagogical and Content Knowledge (TPACK) Calon Guru

The purpose of this study is to find out the description of the use of Android-based learning media using an inquiry approach to strengthen technological pedagogical and content knowledge (TPACK) for preservice teachers. The type of research used in this research is library research using descriptive analysis. The data used comes from secondary data, namely scientific journals in the form of articles. The data collection method used is documentation with data analysis techniques in the form of content analysis. Based on the results of the review of the journals that have been carried out, the results show that the use of Android-based learning media using the inquiry approach can strengthen the Technological Pedagogical and Content Knowledge (TPACK) of preservice teachers because it can train, shape habbit and provide confidence for prospective teachers to master the content of the material to be taught as well as integrating pedagogy with the technology used.  Tujuan dari penelitian ini adalah untuk mengetahui gambaran pemanfaatan media pembelajaran berbasis android menggunakan pendekatan inkuiri untuk menguatkan technological pedagogical and content knowledge (TPACK) calon guru. Jenis penelitian yang digunakan dalam penelitian ini adalah  library research dengan menggunakan analisis deskriptif. Data yang digunakan berasal dari data sekunder yaitu jurnal ilmiah berupa artikel. Metode pengumpulan data yang digunakan yaitu dokumentasi dengan teknik analisis data berupa analisis isi (content analysis). Berdasarkan hasil review jurnal yang telah dilakukan didapatkan hasil bahwa pemanfaatan media pembelajaran berbasis android menggunakan pendekatan Inkuiri dapat menguatkan Technological Pedagogical and Content Knowledge (TPACK) calon Guru karena dapat melatih, membentuk habbit dan memberikan kepercayaan diri bagi calon guru untuk menguasai konten materi yang akan diajarkan serta memadukan pedagogi dengan teknologi yang digunakan. &nbsp

Harding Bulletin February 1970 (vol. 45, no. 8)

Publication distributed to alumni and friends of the university

Integration of Information and Communication Technologies (ICT) in educational contexts, beliefs and practices

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Psicología, Departamento de Psicología Básica. Fecha de lectura: 15-11-2016Esta tesis tiene embargado el acceso al texto completo hasta el 15-05-201

Educator Professional Development as Rhetorical Situation

Teacher effectiveness is recognized as the most prominent in-school influencer of student learning, and professional development (PD) of in-service educators is seen as vital to improving teachers’ effectiveness throughout their careers. Professional development is often studied atheoretically and with a linear view in which PD providers deliver instruction and teachers receive and apply that instruction as it was delivered to them. By casting them as passive, blank-slate receivers and automatic appliers of the PD, this view obscures the complexities of teachers’ role in PD. Examining educator PD through the lens of rhetoric, and viewing the PD experience as a rhetorical situation, allows us to tease apart the highly connected ecology of roles and text(s) present within any PD situation. Understanding more about the roles teachers take in PD–as PD provider or receiver, and as rhetorical audience and rhetor–opens up opportunities for engaging educators fully in their own and one another’s development. This collective case study of four educators used interviews and collection and analysis of PD-related Twitter activity in order to discover how the participants embrace, resist, and shift between the roles of PD receiver and provider and the roles of rhetorical audience and rhetor. The resulting study demonstrates that rhetoric acts as a rich lens for bringing to light the ways educators bring their own expertise and experiences to PD activities, make a number of complex choices within those activities for both their own enrichment and the enrichment of others involved, and embrace methods of PD, such as using social media platforms, that give them full access to all roles. The conclusion of this dissertation offers three tools for use by readers: 1) the rhetorical lens constructed in this project and used to view PD as a rhetorical situation; 2) a set of recommendations for educators who wish to seek PD using social media, including both composition methods to try and mindsets for shifting between the rhetorical roles available through social media; and 3) a set of recommendations for those offering PD to educators, with an emphasis on accounting for the complexities of their roles as learners with their own expertise, as audience members with an audience’s inherent power, and as potential rhetors when given access to the role

Mimosa 1976

The JSU Yearbook Collection spans the years from 1926 to the present. The publication began in 1926 as the Teacola (some volumes spelled Teacoala ) and continued under this title through 1933. The yearbook appears to have ceased printing after that year; the student newspaper took the name Teacola (later changed to the Collegian and finally the Chanticleer) and began publication in 1934. The yearbook started up again in 1947 under the name Mimosa, first biennially, then annually. The Library holds all volume years that were printed: 1926-1933, 1947-1948, 1950, 1952-present.https://digitalcommons.jsu.edu/lib-ac-yearbook/1034/thumbnail.jp

Exploring Picture Series, Students Motivation and Gender Toward Speaking Achievement

The media utilized in the teaching and learning process should adapt to the circumstances and settings, as well as be compatible with the abilities of the students. The media industry has a common need for creative men and women who can effectively communicate information and ideas via words and visuals. This study was aimed to found out: whether or not there were an influence of interaction among picture series, motivation and gender toward speaking achievement. Method of this research used quantitative with factorial 2x2x2 design approach. There were 60 students as sample, 30 students for experimental group and 30 students for control group. The sample was taken by using purposive sampling., the data were collected by using speaking test and questionnaires. To verify the hypotheses, the data were analyzed by using three-way ANAVA. Based on the data analysis, the result of three-way ANAVA showed that the interaction between: 1) the experiment and control classes obtained significant values = 0.001 0.05, the second hypothesis cannot be accepted, 3) high and low motivation obtained significant value = 0.085 > 0.05, the third hypothesis is unacceptable, 4) class and gender obtained significant value = 0.820 > 0.05, the fourth hypothesis is not acceptable, 5) class and motivation obtained Significant value = 0.669 > 0.05, then the fifth hypothesis is unacceptable, 6) Gender and motivation obtained Significant value = 0.015 0.05, the seventh hypothesis was unacceptable. Thus, it could be concluded that there was no interaction between class, gender and motivation for speaking achievement scores

San Jon Sentinel, 09-30-1910

https://digitalrepository.unm.edu/san_jon_sentinel_news/1020/thumbnail.jp