Environmental mastery and depression in older adults in residential care

This study investigated the association between environmental mastery and depression in a sample of 96 older adults (aged 64&ndash;98 years) in residential care. The participants completed a scale that assessed depression along with measures for risk factors for depression such as functional capacity, self-evaluated physical health, bereavement experiences and environmental mastery. The results showed that 49 per cent of the variance in participants&rsquo; scores in depression could be attributed to their self-reported level of environmental mastery. Given the complexity of depression and the likelihood of reduced environmental mastery among older adults in residential care, the construct was further assessed as a mediating variable between the risk factors and depression. With environmental mastery taken as such, the explained variance in depression increased to 56 per cent. It was concluded that environmental mastery may be one of the more important factors affecting the mental health of older adults living in residential care and that strategies for increasing the residents&rsquo; environmental mastery are important to their psychological wellbeing. The discussion notes that among the questions needing further investigation are whether older adults who experience high environmental mastery make the transition from community living to residential nursing home care more successfully than others, and whether perceived mastery diminishes over time or occurs at the point of transition from community independent living to dependent supported living.<br /

KINERJA ALUMNI PRODI PKO SEBAGAI GURU PENJAS DI SEKOLAH

This research aims at determining the performance of alumni of Department of Coaching Education, Faculty of Sport Science, Yogyakarta State University, as teachers of physical education in schools. As physical education teachers, the alumni of Department of Coaching Education have been supplied with materials related to mastery of the subjects, understanding the students, mastery of instructional methods, and self and professionalism development. Thus, the alumni of Department of Coaching Education also acquire Akta IV (Teaching License) which states that the graduates of Department of Coaching Education are capable in teaching physical education in schools. This study used survey as the research method. The samples were all alumni of Department of Coaching Education, Faculty of Sport Science of YSU who were working as teachers in both state and private schools from the elementary level up to the university level. The samples were determined through the quota sample method. The number of the teachers were 68. The instrument of data collection was in the form of questionnaires containing 4 main factors: (1) subject mastery, (2) understanding the students, (3) mastery of instructional methods, and (4) self and professionalism development. The data were analyzed using descriptive, non-statistic analysis. The result of this research showed that in average, the performance of the alumni of Department of Coaching Education as the teachers of physical education in schools was very good. The results showed that (1) 91,48% of the teachers mastered the subject, (2) 93,38% of the teachers understood the students, (3) 93,25% of the teachers master instructional methods, and (4) 93,14% of the teachers were able to develop their personality and professionalism

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE EVERYONE IS TEACHER HERE (ETH) SEBAGAI UPAYA MENINGKATKAN AKTIVITAS, KREATIVITAS, DAN PRESTASI BELAJAR MATEMATIKA SISWA SMP N 3 BATU

Given that the importance of creativity, liveliness, and academic achievement in students, the researcher interested in applying one of a very good method to make students more creative and active and to support academic achievement. In this case by using the learning model with the type of teacher everyone is here, because this type of learning is considered able to explore the level of activity and creativity of students, which activity and creativity will have an impact on student achievement. This study aims to determine: (1) student learning activities in the implementation of cooperative learning model type Teacher Everyone Is Here (ETH) on the material up even in SMP N 3 Batu, (2) Creativity of students in the implementation of cooperative learning model type Teacher Everyone Is Here (ETH) on the material up even in SMP N 3 Batu, (3) Increase student achievement by type of cooperative learning model Teacher Everyone Is Here (ETH) on the material up even in SMP N 3 Batu. This study uses a qualitative approach to the type of descriptive research. The data is taken from observations of student activity, divergent berbikir ability test as a measure for the level of creativity, and tests students' mastery learning. While the source of the data in this study were the students of class VII-E SMP N 3 Batu, who becomes the object of research is to model the type of cooperative learning Teacher Everyone Is Here (ETH). From the results of research conducted shows that the average value of student learning activities from the meeting I to III is always increasing with the average percentage of students' activities after the three meetings of 56.28%. Percentage of student creativity from the meeting I to III is always increased with a percentage - average student creativity after three meetings on the level of creativity of students in a class by 66.65%, percentage - average student creativity after three meetings based on the components of divergent thinking in students one class at 66.65%, while the percentage of students in individual creativity levels are at intervals of 55% - 70% with a good enough category. The average value of the final test students' mastery of 90.32%. Because the percentage of mastery learning students are in the interval between 85% - 100% then the mastery learning students terrmasuk category "very good". Based on these results, it can be suggested in order to conduct further research with ETH incorporate cooperative learning model with other learning models and dijenjang higher

Hubungan Media Sosial dengan Keterampilan Menulis Paragraf Argumentasi Mahasiswa di Politeknik Negeri Batam

This study aims to determine the relationship between social media and the argumentative paragraph writing skill of Politeknik Negeri Batam students. This study employs a descriptive method, with 70 students as the research subjects. In this study, students were asked to do a practice in the form of writing an argumentative paragraph. An analysis from the obtained data is then conducted to find out their mastery in composing a paragraph. As the basis for the assessment, scores in unity, coherence, and development aspect were assigned to each paragraph. These three aspects were then collected and summed up to find the mean of the data, which had been grouped and assigned score before, to determine their mastery level in writing an argumentative paragraph. Subsequently, the data were inserted into a table. Based on the table, which recapitulates the mastery level in writing an argumentative paragraph, the results are as follows: 43 % of the students have a high level of mastery, with 58 % of them having access to social media; 37 % of the students are in the medium level of mastery, with 28 % of them having access to social media; 20 % is in the low level of mastery, with 13 % of them having access to social media. The results of this study show that students who are active in social media have the ability to write a good argumentative paragraph. This might be due to the fact that activities in social media enhance their writing skill, which is closely related to the four aspects of language competencies, which consist of observing, reading, listening, and writing

Correlation Between Students\u27 Vocabulary Mastery And Their Reading Comprehension

The paper deals with the correlation between students\u27 vocabulary mastery and their reading comprehension. Data were collected from 34 second grade students. The test items of reading comprehension and vocabulary mastery were given to the students to measure their level of reading comprehension and vocabulary mastery. The results were compared to find out the correlation between those variables. The findings showed that there was a strong correlation between students\u27 vocabulary mastery and their reading comprehension. The current study concluded that vocabulary mastery was contributive in helping the students to comprehend the texts

DESIGNING WRITING TEST

Language testing is a field of study related to the assessment of one's proficiency in the mastery of language that includes 4 (four) basic competencies such as listening, speaking, reading, and writing. The assessment toward the four basic competencies of language will determine the level of one’s ability to master a specific language. Writing is one of the language skills that have been considered as necessary in proficiency language testing. In designing a writing task, one needs to carry out three steps, namely: defining the task, exploring the expectations for the task, and providing support and explanatory materials

ANALISIS PENGUASAAN KONSEP DAN MISKONSEPSI SISWA SMA PADA MATERI GENETIKA

Penelitian ini bertujuan untuk menganalisis profil penguasaan konsep dan miskonsepsi siswa serta kontribusi faktor-faktor penyebab miskonsepsi siswa pada materi genetika. Penelitian ini dipusatkan pada konsep gen, DNA, kromosom dan hubungan konsep gen, DNA dan kromosom dalam proses sintesis protein (sintesis protein). Penelitian dilakukan dengan menggunakan metode penelitian deskriptif. Sampel penelitian ini ditentukan dengan tehnik purposive sampling. Subjek penelitian ini adalah 108 orang siswa kelas XII di Kabupaten Bandung Barat dan Kabupaten Tasikmalaya. Instrumen penelitian menggunakan tes penguasaan konsep dan miskonsepsi, lembar observasi dan motivations and learning strategies questionnaire (MSLQ). Hasil penelitian menunjukkan bahwa penguasaan konsep seluruh siswa berkategori rendah (49.04%), kemampuan memahami berkategori rendah (55.09%) dan kemampuan menganalisis berkategori sangat rendah (43.06%). Miskonsepsi seluruh siswa berkategori rendah (26.06% ), kemampuan memahami berkategori rendah (19.79%); dan kemampuan menganalisis berkategori sedang (34.41%). Miskonsepsi pada konsep gen berkategori sedang (32.72%); DNA-RNA berkategori rendah (20.68%); kromosom berkategori rendah (27.78%) serta sintesis protein berkategori rendah (29.01%). Kontribusi faktor penyebab miskonsepsi, yaitu: (1) faktor yang berkontribusi terhadap miskonsepsi siswa, diantaranya: (a) Dalam proses pembelajaran yang menunjukkan adanya konsep yang tidak disampaikan dan ada pula konsep yang disampaikan dengan tidak tuntas serta tingkat kesulitan konten materi genetika; (2) beberapa faktor yang tidak berkontribusi terhadap miskonsepsi siswa, diantaranya penguasaan konsep, ketidakpahaman konsep siswa, motivasi siswa, strategi belajar siswa dan pengetahuan guru. The aims of this research were to analyze students’ mastery of concepts and misconceptions and to identify factors contributing to students’ misconceptions about genetics. This research focuses on the concept of genes, DNA, chromosomes and the connected concepts among genes, DNA and chromosomes in the process of protein synthesis (protein synthesis). The research method was descriptive method. The research sample was chosen through purposive sampling technique. The research subjects were 108 of 12th grade students from West Bandung County and Tasikmalaya County. The data were collected by applying the test of concepts’ and misconceptions’ mastery, observation sheets and motivations and learning strategies questionnaire (MSLQ). The results of research showed that the students’ mastery of concepts was at the low level (49.04%); mastery of understanding was at the low level (55.09%) and mastery of analyzing was at the very low level (43.06%). The students’ misconceptions were at the low (26.06%), misconceptions of mastery of understanding were at the low level (19.79%); and misconceptions of mastery of analyzing were at the average level (34.41%). Students’ misconceptions in genetics content were at the average level (32.72%) in the concept of genes, at the low level (20.68%) in the concept of DNA, at the low level (27.78%) in the concept of chromosomes, and at the low level (29.01%) in concept of protein synthesis. Factors affecting students’ misconceptions about genetics were: (1) Factors which contributing to students’ misconceptions, such as: (a) In the learning process, the teachers did not deliver some essential concepts and some concepts were unfinished; (b) the difficulty level of content of genetic material; (2) factors which did not contributing to students’ misconceptions, such as: students’ mastery of concept, incomprehension of concepts, students’ motivations, students’ learning strategies, teacher’s knowledge

Dynamic Key-Value Memory Networks for Knowledge Tracing

Knowledge Tracing (KT) is a task of tracing evolving knowledge state of students with respect to one or more concepts as they engage in a sequence of learning activities. One important purpose of KT is to personalize the practice sequence to help students learn knowledge concepts efficiently. However, existing methods such as Bayesian Knowledge Tracing and Deep Knowledge Tracing either model knowledge state for each predefined concept separately or fail to pinpoint exactly which concepts a student is good at or unfamiliar with. To solve these problems, this work introduces a new model called Dynamic Key-Value Memory Networks (DKVMN) that can exploit the relationships between underlying concepts and directly output a student's mastery level of each concept. Unlike standard memory-augmented neural networks that facilitate a single memory matrix or two static memory matrices, our model has one static matrix called key, which stores the knowledge concepts and the other dynamic matrix called value, which stores and updates the mastery levels of corresponding concepts. Experiments show that our model consistently outperforms the state-of-the-art model in a range of KT datasets. Moreover, the DKVMN model can automatically discover underlying concepts of exercises typically performed by human annotations and depict the changing knowledge state of a student.Comment: To appear in 26th International Conference on World Wide Web (WWW), 201

"Look Mum, no hands!" : the effects of increasing opportunities for choice-making and independence for children with disabilities when using a Riding for the Disabled programme : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University

Many non-disabled people take for granted their ability to choose when they receive help from others. Those with disabilities are often denied this choice, having minimal control over their lives. Increasing literature and research advocate that children with disabilities should be allowed choice-opportunities, as this is an essential component of becoming self-determined. Increasing access to choice has many benefits, including increasing enjoyment, confidence, assertiveness, motivation, and performance. Furthermore, it has been shown to decrease challenging and undesirable behaviour. The current project investigated the effects of providing choice to children with disabilities while participating in riding sessions at the Riding for the Disabled. Furthermore, it investigated whether the children could become more independent when completing riding related tasks. The mastery of two routines (mounting and dismounting) was analysed. All participants improved in their mastery of routines, and thus their independence increased. The hypothesis that with the provision of choice and increase in independence, the children would express higher levels of enjoyment was supported. Those who see providing choice as a deleterious concept fear that children with disabilities will make poor decisions. The project investigated the effect of choice opportunities on the level of risk that the children engaged in when performing riding activities. It was found that the children did not expose themselves to any unnecessary risk despite the increase in control they experienced while riding. An alternating treatment design was used for eight single-case studies. Dependent variables measured were expressions of enjoyment, inattention, undesirable behaviour, level of risk, mastery of routines, number of prompts needed, and incidents of crying