Standardised library instruction assessment: an institution-specific approach

Introduction We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. AnalysisDescriptive statistics were generated by the assessment tool. Results. The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores

Visual, auditory, and kinesthetic learning model on the mathematics problem solving ability

This study aimed to determining the effect of using VAK (Visual, Auditory and Kinesthetic) learning model on the mathematics problem solving abilities. This study utilized a quantitative method with a research design Post-Test Only Control Design. The instrument is used a test of mathematics problem solving abilities that has been validated by expert lecturers. Accordingly, the data has reliable instrument. The data in the Requirements Test analysis encompassed the normality and homogeneity tests. Hence, the variance data of the group an homogeneous distribution. Besides in the Hypothesis Test utilizing the t-test, it was attained that t count = 3.544 > ttable = 2.001. Accordingly, from the data of the two classes, H1 is accepted. Hence, There is a significant effect between the VAK (Visual, Auditory and Kinesthetic) learning model and the class that does not utilize it

The use of experiential learning technique to develop students’ ability to write procedural texts: an experimental study at first grade of MTs AL-FAUZIAYAH Bunisari Lebak Bandung Barat

Writing ability is a complex process. A student’s success as a writer depends on many factors, including his or her effort and motivation to write, understanding of the purposes and goals of writing, knowledge about a topic, and knowledge about how to write specific kinds of texts, both in the English language arts and in other subject areas. To provide solution to these problems this research proposed what so called “The Experiential Learning Technique”. It is a kind of teaching technique in which the learners are active and engage in the process of teaching learning. The aim of the study is to verify whether the first grade of MTs Al-Fauziyah Bunisari Lebak Bandung taught using the experiential learning technique better in writing ability than the students taught writing using the conventional way. The research is intended to obtain logical and reliable information whether there was a significant difference between students' writing ability of the experimental and control classes. This research used experimental research method that engages experimental class (teaching writing through experiential learning technique) and control class (teaching writing through conventional way). The research instrument was in the form of writing an essay about procedural text which cover English writing of the first grade students of MTs Al-Fauziyah Bunisari Lebak Junior High School. The data collections were found through pre-test and post-test to see the influence of the experiential learning technique to students’ writing. The population of that school is 50 students, so the researcher uses all students to be sample. The result of the computation shows that there is a significant difference between the scores of the students taught using the experiential learning technique and the scores of those taught using the conventional way. With the average score of pre-test 48.8 and the results of average score of post-test is 73.18 for the experimental class. And the average score of pre-test 49.6 and the result of average score of post-test is 65.46 for the control class. Further, since the two classes were homogeneous, the data analysis for the pre-test and the post-test scores was computed using the t-test. The average scores of writing ability of the control and the experimental class were compared with the score that tCount =2.78 > ttable = 2.008. The result of hypothesis, H0 is rejected and Ha is accepted. It means that this research has proved that the used of experiential learning technique can improve students’ ability on writing skill

PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA PADA MATERI IRISAN KERUCUT

Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan komunikasi matematis siswa SMA dengan pembelajaran matematika yang menerapkan model discovery learning berbantuan software GeoGebra. Selain itu dianalisis juga respon siswa terhadap pembelajaran matematika dengan menerapkan model discovery learning berbantuan software GeoGebra. Metode penelitian yang digunakan dalam penelitian ini yaitu kuasi eksperimen. Peneliti menggunakan dua kelas, yaitu kelas pertama yang memperoleh pembelajaran matematika dengan model discovery learning berbantuan software GeoGebra, sedangkan kelas kedua yang memperoleh pembelajaran matematika dengan model ekspositori. Penelitian ini dilaksanakan di salah satu SMA negeri di Kota Bandung. Sebelum melaksanakan penelitian, instrumen tes kemampuan komunikasi matematis terlebih dahulu diujicobakan untuk mengetahui kualitas dari instrumen tersebut. Hasil analisis uji coba tersebut menunjukkan bahwa instrumen tes tersebut valid dan reliabel, sehingga dapat digunakan untuk pre-test dan post-test pada kedua kelas penelitian, dengan catatan bahwa ada satu butir soal yang harus diperbaiki. Hasil penelitian menunjukkan bahwa: (1) pencapaian kemampuan komunikasi matematis siswa yang memperoleh pembelajaran matematika dengan model discovery learning berbantuan software GeoGebra lebih baik daripada siswa yang memperoleh pembelajaran matematika dengan model ekspositori; (2) peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran matematika dengan model discovery learning berbantuan software GeoGebra lebih baik daripada siswa yang memperoleh pembelajaran matematika dengan model ekspositori; dan (3) siswa memberikan sikap yang positif terhadap pembelajaran matematika dengan model discovery learning berbantuan software GeoGebra.;--- This research purposed to analyze the increasing of mathematical communication skill for senior high school students. It applies mathematic course with discovery learning model which is supported by GeoGebra software. In other hand, the students response is also analyzed toward mathematic course by applying discovery learning model supported by GeoGebra software. This research used quasi-experimental method. The researcher used two classes for the sample. The first class which has a mathematic course by using discovery learning model with GeoGebra software, whereas second class has a mathematic course by using expository model. The research was done at one of senior high school in Bandung. Before doing this research, mathematical communication skill test is early tested for the students. It measures the quality of that istrument. The result of this test showed that the teset instrument are valid dan reliable, it means the test instrument can be used for evaluating pre-test dan post-test at both of two classes, in one case there is one question should be repaired. The result of this research showed that: (1) in achieving mathematical communication skill, discovery learning model with GeoGebra software is better than expository model; (2) increasing mathematical communication skill of the students with discovery learning asissted by GeoGebra software is better than expository model; and (3) positive attitude comes from the students who learn mathematics course by using discovery learning model with GeoGebra software

Multiple Retrieval Models and Regression Models for Prior Art Search

This paper presents the system called PATATRAS (PATent and Article Tracking, Retrieval and AnalysiS) realized for the IP track of CLEF 2009. Our approach presents three main characteristics: 1. The usage of multiple retrieval models (KL, Okapi) and term index definitions (lemma, phrase, concept) for the three languages considered in the present track (English, French, German) producing ten different sets of ranked results. 2. The merging of the different results based on multiple regression models using an additional validation set created from the patent collection. 3. The exploitation of patent metadata and of the citation structures for creating restricted initial working sets of patents and for producing a final re-ranking regression model. As we exploit specific metadata of the patent documents and the citation relations only at the creation of initial working sets and during the final post ranking step, our architecture remains generic and easy to extend

Effects of the Jigsaw and Teams Game Tournament (TGT) Cooperative Learning on the Learning Motivation and Mathematical Skills of Junior High School Students

This study aims to: 1) describe the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of junior high school (JHS) students, and 2) investigate the significant difference in the learning motivation and mathematical skills between the JHS students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning. This study was a quasi-experimental study using the non-equivalent pretest and posttest group design. This study involved two experimental classes. The research population comprised Year VII students of SMP Pembangunan Piyungan and the research sample consisted of two classes selected from all Year VII groups, with Year VII.A receiving a treatment of the jigsaw cooperative learning and Year VII.B receiving a treatment of the TGT cooperative learning. The instruments consisted of a test, i.e. a mathematical skill test, and a non-test, i.e. a questionnaire of mathematics learning motivation. To investigate the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of JHS students, the data were analyzed using the one sample test. To investigate the significant difference in the learning motivation and mathematical skills between the students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning, the data were analyzed using the T2 Hotelling. To compare the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of the students, the data were analyzed using the t-test. The normality was tested using the univariate approach, namely the Kolmogorov Smirnov, the homogeneity using the Box' M test, and the equivalence of the variance-covariance matrix using the Levene's test. The results of the study show that: 1) the jigsaw cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 2) the TGT cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 3) there is a difference in the effectiveness of the jigsaw and TGT cooperative learning in the JHS students’ mathematical skills and mathematics learning motivation; 4) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematics learning motivation; and 5) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematical skills. Keyword: Cooperative Learning, Jigsaw, Teams Game Turnament, Learning Motivation, Mathematics Skill