PENGARUH METODE ECOLA (EXTENDING CONCEPTH TRHOUGH LANGUAGE ACTIVITIES) DALAM PEMBELAJARAN MEMBACA KRITIS TAJUK RENCANA

Penelitian ini bertujuan untuk memperoleh gambaran secara objektif tentang ada tidaknya perbedaan yang signifikan antara kemampuan siswa dalam membaca kritis tajuk rencana atau teks editorial kelas eksperimen dengan menggunakan metode ECOLAdan kelas kontrol dengan metode ceramah. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 16 Bandung ajaran tahun 2015/2016. Sampel dalam penelitian ini adalah dua kelas yang dipilih secara purposive sampling, yakni pertimbangan dalam mengambil sampel tersebut, disebabkan kelas VIII G dan VIII H memiliki rata-rata nilai yang hampir sama dalam pembelajaran bahasa Indonesia dilihat dari Ujian Tengah Semester. Kelas yang digunakan adalah kelas VIII H sebagai kelas eksperimen dan kelas VIII G sebagai kelas kontrol. Penelitian ini menggunakan metode eksperimen kuasi dengan desain penelitian Nonequivalent Control Group Design. Pada desain ini dilakukan tes awal dan tes akhir di kelas eksperimen dan kelas kontrol. Pengolahan data dilakukan uji realibilitas antar penimbang, uji normalitas, homogenitas, dan hipotesis. Berdasarkan hasil penelitian, didapatkan bahwa nilai rata-rata kelas eksperimen lebih tinggi daripada nilai rata-rata kelas kontrol. Rata-rata nilai tes awal kelas eksperimen yaitu 63 dan nilai rata-rata tes akhir 82. Sedangkan rata-rata nilai tes awal kontrol yaitu 54 dan rata-rata nilai tes akhir 66. Berdasarkan perolehan nilai tersebut didapatkan perbedaan nilai rata-rata kelas eksperimen 19 dan perbedaan nilai rata-rata kelas kontrol yaitu 13. Berdasarkan hasil pengujian hipotesis diperoleh nilaithitung= 5,01>ttabel = 1,99866, maka Ho ditolak dan Ha diterima. Hal ini menunjukkan bahwa metode ECOLA berpengaruh dan dapat digunakan dalam pembelajaran membaca kritis tajuk rencana. ;--- This research aims toget the objective informationwhether there is a significance differences or not between students’ abilityin editorial critical reading text in an experimental class using ECOLA methodwith a control class using lecture method. The population of the research are all students of VIII grade class of16 Junior High School of Bandung in 2015/2016 school year.The sample are two classes of students which are selected through purposive sampling, consideringG and H class have a same average scoresin Indonesia Language subject,taken from Mid-Semester Test score. The H class was the experimental classand the G class control. The research utilizes a quasi-experimental methodwithNonequivalent Control Group Designwith a pre and a post-test. Reliability test was employed between counselor, normalcy test, homogenates, andhypothesis. The result shows that the average score of experimental classis higher than the control class. The experimental class’ average pre-test score was 63 the post-test was 82 whilethe control class’ average pre-test score was 54 andpost-test score was 66. The difference between pre and post-test of experimental class was 19 and control class was 13. Hypothesis test result shows thatthitung = 5,01>ttabel= 1,99866, then Hois rejectedand Hais accepted. It concludes thatECOLAis influential and implementable in editorial critical reading

Students' understanding of light and its properties: Teaching to engender conceptual change

Over the past 15 years there has been strong international interest in students' ideas concerning phenomena taught in science. Many of these ideas, which students may have prior to instruction or have developed during instruction, have been well documented in physics content areas such as heat, motion, the particulate nature of matter, and light. If the students' ideas conflict with generally scientifically accepted ideas they are labeled variously as students' conceptions, misconceptions. preconceptions, childrens' science, alternative conceptions, or alternative frameworks depending upon the researcher's view of the nature of knowledge (Gilbert and Watts, 1983). Students' conceptions which are different from the scientifically acceptable ideas are often strongly held, resistant to change, and can hinder further learning (White and Gunstone, 1989). Students may undergo instruction in an area in science, perform reasonably well in a test on that subject, yet not undergo any meaningful change in their conceptions regarding the phenomena being investigated. Indeed, even if a measurable change did occur, in time the learned school science may be forgotten and supplanted by these earlier, firmly held beliefs. The topic of light presented the authors with similar concerns that instruction in the regular high school curriculum resulted in many students constructing knowledge which was not congruent with acceptable scientific understanding

Insensitivity to the Value of Human Life: A Study of Psychophysical Numbing

36 pagesA fundamental principle of psychophysics is that people's ability to discriminate change in a physical stimulus diminishes as the magnitude of the stimulus increases. We find that people also exhibit diminished sensitivity in valuing lifesaving interventions against a background of increasing numbers of lives at risk. We call this "psychophysical numbing." Studies 1 and 2 found that an intervention saving a fixed number of lives was judged significantly more beneficial when fewer lives were at risk overall. Study 3 found that respondents wanted the minimum number of lives a medical treatment would have to save to merit a fixed amount of funding to be much greater for a disease with a larger number of potential victims than for a disease with a smaller number. The need to better understand the dynamics of psychophysical numbing and to determine its effects on decision making is discussed

Student misconceptions about light: A comparative study of prevalent views found in Western Australia, France New Zealand, Sweden and the United States

Science educators have continued to show interest in the identification and documentation of students' alternative knowledge frameworks as they relate to school science and learning outeomes. This interest has been highlighted in recent publications of scienee education journals sueh as the 1985 and 1986 volumes of Researeh in Seienee Education and conference proceedings such as Arehenhold et al. (1980), Helm and Novak (1983), Jung, Pfund and v. Rhoneck (1981). Although there is ample scope and need for researchers to expose student understanding in many unprobed areas, seienee educators are already shifting their efforts toward the utilisation of established data in terms of instructional design. The investigation reported here elicited views about the nature and propagation of light as identified by 13-16 year old students at one Western Australian secondary school. Initially, this paper considers the existing literature on children and adolescent understanding of light as reported from France, New Zealand, Sweden and the United States. Seeondly, these doeumented understandings are compared with those eneountered in Western Australia. The final aim of this study, which is not reported here, is to utilise this overseas and local information to plan instruction which takes into account student misconceptions to bring about conceptual change

‘I always look under the bed for a man’. Needs and barriers to the expression of sexuality in residential aged care: the views of residents with and without dementia

Objectives: This qualitative study canvassed residents' perceptions of the needs and barriers to the expression of sexuality in long-term care. Methods: Sixteen residents, including five with dementia, from six aged care facilities in two Australian states were interviewed. Data were analysed using a constant comparative method. Results: Four categories describe residents' views about sexuality, their needs and barriers to its expression: ‘It still matters’; ‘Reminiscence and resignation’, ‘It's personal’, and ‘It's an unconducive environment’. Discussion: Residents, including those with dementia, saw themselves as sexual beings and with a continuing need and desire to express their sexuality. The manner in which it was expressed varied. Many barriers to sexual expression were noted, including negative attitudes of staff, lack of privacy and limited opportunities for the establishment of new relationships or the continuation of old ones. Interviewees agreed that how a resident expressed their sexuality was their business and no one else's

'We need to know what's going on': Views of family members toward the sexual expression of people with dementia in residential aged care

This paper reports on a study which explored the views and attitudes of family members towards the sexual expression of residents with dementia in residential aged care facilities in two states in Australia. Recruitment was challenging and only seven family members agreed to an interview on this topic. Data were analysed using a constant comparative method. Family were generally supportive of residents’ rights to sexual expression, but only some types of behaviours were approved of. There was an acknowledgement that responding to residents’ sexuality was difficult for staff and many families believed that they should be kept informed of their relative’s sexual behaviours and moreover be involved in decision making about it. Findings suggest the need for family education and a larger study to better understand the views and motivations of family carers and how these might impact on the sexual expression of the older person with dementia living in residential aged care