DATA MINING KLASIFIKASI KEPRIBADIAN SISWA SMP NEGERI 5 JEPARA MENGGUNAKAN METODE DECISION TREE ALGORITMA C4.5

In the world of education, there are many supporting factors to achieve success in the learning process, from teachers, materials, to students. The thing that still a problem for many educators is how to provide material or learning with various personality characteristics of students who arrive is still a difficulty for educators, this is what encourages the author to carry out this research, so that it can help educators to know the personality of each student. So research Data Mining Personality Classification of SMP Negeri 5 Jepara Students Using Decision Tree Algorithm C4.5 method. By using the decision method tree algorithm C4.5, this data mining can produce perfect output in classifying students' personalities, in this case study at SMP N 5 Jepara.These results are indicated by filling out questionnaires by researchers to 100 students and 1 teacher BP SMP Negeri 5 Jepara.Didalam dunia pendidikan, banyak faktor penunjang untuk mencapai keberhasilan dalam proses pembelajaran, mulai dari guru, materi, sampai dengan siswa. Hal yang masih menjadi permasalahan banyak pendidik adalah bagaimana memberikan materi atau pembelajaran dengan berbagai karakter kepribadian siswa yang sampai saat ini masih menjadi kesulitan bagi para pendidik, hal inilah yang mendorong penulis untuk mengangkat penelitian ini, supaya dapat membantu para pendidik untuk mengetahui kepribadian masing-masing siswa. Maka dibuatlah penelitian Data Mining Klasifikasi Kepribadian Siswa Smp Negeri 5 Jepara Menggunakan Metode Decision Tree Algoritma C4.5. Dengan munggunakan metode decision tree algoritma C4.5, data mining ini dapat menghasilkan output yang sempurna dalam mengklasifiaksi kepribadian siswa, dalam studi kasus ini di SMP N 5 Jepara.Hasil tersebut ditunjukkan dengan pengisian kuisioner oleh peneliti kepada 100 siswa dan 1 guru BP SMP Negeri 5 Jepara

Transformative Pedagogy and Science Identity in Undergraduate Anatomy and Physiology

Anatomy and Physiology (A&P) courses are undergraduate biology prerequisite courses that cover many topics about human biology, including anatomy, histology, organ systems, and homeostasis. The purpose of the course is to equip students aiming to enter nursing and allied health education programs with an understanding of basic biological principles relevant to human biology and pharmacology. However, these courses have a high incidence of failure, and many students need to retake the course to progress in their competitive academic programs. Students tend to rely on memorization techniques to learn the course content, and given the nature of A&P as a discipline, this can be insufficient to achieve desired learning (i.e., mastery over the course content) and academic (i.e., course grades) outcomes in these courses. Thus, it is vital to identify evidence-based teaching practices and student factors that contribute to academic outcomes in this course. The three projects that compose the scholastic contribution of this dissertation collectively synthesize evidence-based teaching practices in A&P contexts, test how student affect factors (e.g., self-efficacy, science identity, and situational interest) impact student outcomes, and explore the experiences of students taking the class. The first project (Chapter II) is a systematic review that summarizes pedagogical interventions from 111 research articles about how A&P instruction impacts students’ learning outcomes and satisfaction. The second project (Chapter III) uses mixed methods and found that in a sample of 83 introductory A&P iv students, scores on a science identity metric predicted final grade in the course. The qualitative component of Chapter III also identifies emerging allied health identities alongside science identity as driving motivators for students repeating the course. The third project (Chapter IV) examines student experiences with A&P through the lens of transformative experience theory. This exploratory project examines student writing for evidence of students making connections between course content and their everyday lives using a mixed methods approach. Qualitative content analysis and epistemic network analysis reveal that students make salient connections between their interest in the course content, expansion of perception of the course content as relevant to their everyday lives, learning about A&P, and viewing the course content as relevant to their personal lives. In sum, these projects benefit A&P instructors and biology education researchers working to support student outcomes in A&P

Liderança em rede na educação e pesquisa inter e transdisciplinar

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico, Programa de Pós-Graduação em Engenharia e Gestão do Conhecimento, Florianópolis, 2023.Dentro do cenário das instituições universitárias de pesquisa com foco interdisciplinar e transdisciplinar, líderes precisam criar estruturas para trabalhar em grupos colaborativos formando redes internas e externas à instituição e ao contexto social local. Frente a esse cenário, surge a possibilidade da liderança em rede (network leadership) que permite colocar em relevo, sobretudo, a dimensão relacional, contextual e informal da liderança. Todavia, tradicionalmente, tem-se assumido como pressuposto que as redes não são ou não podem ser lideradas. A lacuna de pesquisa sobre liderança em rede é caracterizada pela falta de investigação sobre as diferenças entre liderança em rede e liderança centralizada, assim como a escassez de estudos que explorem a relação entre liderança em rede e compartilhamento de conhecimento inter e transdisciplinar, sobretudo dada a importância das mídias do conhecimento e tecnologias de informação e comunicação (TIC) no suporte e aceleração das interações em redes internacionais. O objetivo geral desta pesquisa foi compreender os relacionamentos de liderança em rede de compartilhamento de conhecimento inter e transdisciplinar. A pesquisa visa estabelecer a interligação entre a ciência das redes, as teorias da liderança e o conhecimento inter e transdisciplinar no cenário da educação em rede, aproximando, assim, as mídias do conhecimento da gestão do conhecimento. A visão de mundo adotada na metodologia é o interpretativismo e o design de pesquisa é básico (ou genérico). O método de pesquisa é qualitativo, tendo um alcance descritivo da pesquisa. A coleta de dados foi realizada por meio de entrevistas e dados públicos. Realizou-se uma análise temática e, posteriormente, uma análise comparativa dos dados, que alimentou uma discussão dos resultados cotejada com o referencial teórico. O objeto de estudo é o fenômeno de rede associado ao Istituto Universitario Sophia (IUS). A população investigada foi o seu corpo de professores que, tanto individualmente quanto conjuntamente, atuam como pesquisadores e líderes em uma rede de educação e pesquisa inter e transdisciplinar. A rede denominada (IUS) configura uma entidade indivisível, contudo, para fins de análise, ela foi conceituada como um conjunto de clusters cujos contornos são delimitados principalmente por critérios geográficos. Neste estudo, foram estudados dois desses clusters: o europeu (EU) e o latino-americano e caribenho (ALC) para permitir um melhor entendimento das características e padrões dos relacionamentos de liderança em rede de compartilhamento I&T que se manifestam nesses dois contextos distintos. Foram entrevistados 19 professores/pesquisadores. Os resultados indicaram que há uma dimensão relacional multifacetada entre os membros de toda a rede, mesmo aqueles segmentos da rede marcados por um processo de liderança mais vertical e hierárquico, que foi distintivo, assegurando um traço de horizontalidade em vários níveis: interpessoal, entre equipes e interinstitucional, influenciando na saúde e a conectividade da rede. Os resultados indicaram uma intensa atuação colaborativa, favorecendo relações de troca, compartilhamento de conhecimento e a identificação de valores e interesses comuns. Os resultados também indicaram que a liderança em rede de compartilhamento de conhecimento interdisciplinar em um ambiente global não pode prescindir das mídias do conhecimento e das TIC e, por conseguinte, das competências digitais para utilizá-lo adequadamente.Abstract: Within the scenario of university research institutions with an interdisciplinary and transdisciplinary focus, leaders need to create structures to work in collaborative groups, forming networks internal and external to the institution and to the local social context. Faced with this scenario, the possibility of network leadership arises, which makes it possible to highlight, above all, the relational, contextual and informal dimension of leadership. However, it has traditionally been assumed that networks are not or cannot be led. The research gap on network leadership is characterized by the lack of research into the differences between network leadership and centralized leadership, as well as the scarcity of studies exploring the relationship between network leadership and inter- and transdisciplinary knowledge sharing, especially given the importance of knowledge media and information and communication technologies (ICT) in supporting and accelerating interactions in international networks. The general aim of this research was to understand the relationships between leadership in inter- and transdisciplinary knowledge sharing networks. The research aims to establish the interconnection between network science, leadership theories and inter- and transdisciplinary knowledge in the network education scenario, thus bringing the knowledge media closer to knowledge management. The worldview adopted in the methodology is interpretivism and the research design is basic (or generic). The research method is qualitative, with a descriptive scope. Data was collected through interviews and public data. A thematic analysis was carried out, followed by a comparative analysis of the data, which fed into a discussion of the results in relation to the theoretical framework. The object of study is the network phenomenon associated with the Istituto Universitario Sophia (IUS). The population investigated was its teaching staff who, both individually and jointly, act as researchers and leaders in an inter- and transdisciplinary education and research network. The network called (IUS) is an indivisible entity, but for the purposes of analysis, it was conceptualized as a set of clusters whose contours are delimited mainly by geographical criteria. In this study, two of these clusters were studied: the European cluster (EU) and the Latin American and Caribbean cluster (LAC), in order to gain a better understanding of the characteristics and patterns of leadership relationships in I&T sharing networks that manifest themselves in these two distinct contexts. Nineteen professors/researchers were interviewed. The results indicated that there is a multifaceted relational dimension between the members of the entire network, even those segments of the network marked by a more vertical and hierarchical leadership process, which was distinctive, ensuring a trace of horizontality at various levels: interpersonal, between teams and inter-institutional, influencing the health and connectivity of the network. The results indicated intense collaborative action, favoring exchange relationships, knowledge sharing and the identification of common values and interests. The results also indicated that leadership in an interdisciplinary knowledge-sharing network in a global environment cannot do without the media of knowledge and ICT and, consequently, the digital skills to use it properly