The Enhancement of Mathematical Communication and Self Regulated Learning of Senior High School Students Through PQ4R Strategy Accompanied by Refutation Text Reading

This study is experiment research with control group pretest-posttest design and aimed to examine the influence of PQ4R strategy and Refutation Text, school level, and student’s mathematical early knowledge toward achievement and enhancement of student’s mathematical communication ability and Self Regulated Learning. Subject of study as much as 241 students of class X from three Public Senior High School from high, medium, and low school level. Research instrument consist of one set of student’s mathematical communication, and one set of student’s Self Regulated Learning scale. Data analysis use Kosmogorov-Smirnov Test (Test-Z), Level Test, Test-t, one-way and two-way ANOVA, Post Hoc Test (Scheffe) and also Chi-Square Test. Study found that learning with PR4R strategy accompanied by Refutation Text Reading give consistent influence compared with conventional learning as viewed as a whole, based on school level and also mathematical early knowledge. In addition, study also found: (1) there is no interaction between learning (PQ4R) accompanied by Refutation Text reading and conventional and school level toward (a) student’s mathematical communication and (b) student’s Self Regulated Learning; (2) there is no significant interaction between learning and student’s mathematical early knowledge toward (a) student’s mathematical communication ability and (b) student’s Self Regulated Learning; and (3) there is association between student’s mathematical communication ability and student’s Self Regulated Learning. Keywords: PQ4R, Refutation Text, Mathematical Communication, and Self Regulated Learning

RESPON PESERTA DIDIK TERHADAP BAHAN AJAR BERSTRUKTUR REFUTATION TEXT TENTANG MOMENTUM DAN IMPULS SMA

AbstractThis study aims to describe the response of students at using refutation text handbook as teaching materials on momentum and impulse materials. The data were collected questionnaire that was given after learning with refutation text teaching materials ended 32 students of science class at SMA Negeri 5 Pontianak participated for this research. The results showed that the students' responses to refutation text teaching materials obtained an average percentage of eligibility of 83.34% with very high criteria. Thus students responded well to this teaching material with a Refutation Text structure, it greatly increases learning motivation, students have the opportunity to work with friends, they have something new in learning and lessons that are easy to remember.The teaching material in this study is a set of made in the form of refutation text that describes the explanation referring to the misunderstanding of students’ misunderstanding of scientific concepts packaged by schools in order to attract students responses in learning.Keyword: Analysis of Student Response, Momentum and Impulses, Teaching Materials Refutation

Learning versus Refutation in Noninteractive Local Differential Privacy

We study two basic statistical tasks in non-interactive local differential privacy (LDP): learning and refutation. Learning requires finding a concept that best fits an unknown target function (from labelled samples drawn from a distribution), whereas refutation requires distinguishing between data distributions that are well-correlated with some concept in the class, versus distributions where the labels are random. Our main result is a complete characterization of the sample complexity of agnostic PAC learning for non-interactive LDP protocols. We show that the optimal sample complexity for any concept class is captured by the approximate $\gamma_2$~norm of a natural matrix associated with the class. Combined with previous work [Edmonds, Nikolov and Ullman, 2019] this gives an equivalence between learning and refutation in the agnostic setting

Improper Learning by Refuting

The sample complexity of learning a Boolean-valued function class is precisely characterized by its Rademacher complexity. This has little bearing, however, on the sample complexity of efficient agnostic learning. We introduce refutation complexity, a natural computational analog of Rademacher complexity of a Boolean concept class and show that it exactly characterizes the sample complexity of efficient agnostic learning. Informally, refutation complexity of a class C is the minimum number of example-label pairs required to efficiently distinguish between the case that the labels correlate with the evaluation of some member of C (structure) and the case where the labels are i.i.d. Rademacher random variables (noise). The easy direction of this relationship was implicitly used in the recent framework for improper PAC learning lower bounds of Daniely and co-authors via connections to the hardness of refuting random constraint satisfaction problems. Our work can be seen as making the relationship between agnostic learning and refutation implicit in their work into an explicit equivalence. In a recent, independent work, Salil Vadhan discovered a similar relationship between refutation and PAC-learning in the realizable (i.e. noiseless) case

Penyediaan Refutation Text untuk Meremediasi Kesalahan Konsep Siswa Materi Kelarutan dan Hasil Kali Kelarutan

: The aim of this study is to determine whether there is a difference in student learning outcomes and decrease misconceptions students once remediated with refutation text and how much effectiveness refutation text remediate students' misconceptions on the material solubility and solubility product in class XI MIA SMAN 7 Pontianak. The type of this research is a quasi experimental research form nonequivalent control group. The sample in this study are collected by saturated sample with a sample size of 65 students. The research instrument in the form of an essay in the form of tests consist of 5 questions. Based on the results, there are differences in learning outcomes of students between classes and grade control experiments where the experimental class average of study result is 72,22 while the control class is 50,58. Effectiveness refutation text to remediate student's misconceptions of matter solubility and solubility product is classified as moderate 0.70 which means the provision of remediation with text giving effect Refutation of 25.80%

CSP-Completeness And Its Applications

We build off of previous ideas used to study both reductions between CSPrefutation problems and improper learning and between CSP-refutation problems themselves to expand some hardness results that depend on the assumption that refuting random CSP instances are hard for certain choices of predicates (like k-SAT). First, we are able argue the hardness of the fundamental problem of learning conjunctions in a one-sided PAC-esque learning model that has appeared in several forms over the years. In this model we focus on producing a hypothesis that foremost guarantees a small false-positive rate while minimizing the false-negative rate for such hypotheses. Further, we formalize a notion of CSP-refutation reductions and CSP-refutation completeness that and use these, along with candidate CSP-refutatation complete predicates, to provide further evidence for the hardness of several problems

THE IMPLEMENTATION OF REFUTATION TEXT IN REMEDIATION OF STUDENTS MISCONCEPTIONS IN CHEMICAL EQUILIBRIUM

Abstract : This research aims to know the differences the students learning outcome before and after remediation with the effectiveness of remediation by using refutation text in reducing the students misconceptions at XI IPA of SMA Negeri 1 Sungai Ambawang in the academic year 2015/2016 on the chemical equilibrium matter. The form of this research is a quasi-experimental (Pre-Experimental Design) by One-Group Pre-Test Post-Test design. The data processed are 26 students by using purposive sampling technique. The test used is diagnostic test in form of essay questions. Based on the analysis of the data, the decrease average percentage of the students misconception is 45,6%. The difference in the students learning outcome tested with paired t-test and the results of the significance obtained 0,000. The effectiveness of remediation toward refutation text in chemical equilibrium concepts is 0.54 and classified as medium category. Remediation by using refutation text is effective in reducing the students misconception. Key Words: refutation text, remediation, misconceptions

More Bang for your Buck: Bolstering Learning Via Refutation Text with Refutation-based Elaborated Feedback

The current study examines the effects of refutation text and refutation-based elaborated feedback on conceptual understanding, self-efficacy, interest, beliefs, attitudes, and knowledge, within the context of learning about climate change. The study also tests whether elaborated feedback moderates the refutation text effect through an interaction. One hundred and fifty nine undergraduate students were recruited to participate in this study, which was administered via computer. They completed measures of their self-efficacy and interest in learning about climate change, as well as climate change beliefs, attitudes, and knowledge. Approximately half of the participants read a refutation text and half read a comparison expository text. Participants then completed a series of multiple choice questions either with or without elaborated refutation-based feedback, creating four mutually exclusive groups based on type of text by type of feedback design. Participants then answered five open-ended questions as a measure of deep conceptual understanding before completing the self-efficacy, interest, beliefs, attitudes, and knowledge measures again. There were no significant interaction effects of text and feedback by time on the variables of interest. However, there was a significant increase in overall interest, beliefs, and knowledge from pretest to posttest. Limitations and future research directions are discussed