Meningkatkan Hasil Blajar Mata Pelajaran IPS Melalui Metode Pemberian Tugas Pada Siswa Kelas III SDN 1 Laemanta

Permasalahan dalam penelitian ini adalah apakah penerapan metode pemberian tugas dapat meningkatkan hasil belajar siswa pada mata pelajaran IPS di kelas III SDN 1 Laemanta. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada mata pelajaran IPS di kelas III SDN 1 Laemanta dengan menggunakan metode pemberian tugas. Jenis penelitian ini mengacu pada penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Adapun tahapan dalam penelitian ini meliputi tahap perencanaan, pelaksanaan tindakan, observasi dan refleksi. Data yang diperoleh dalam penelitian ini meliputi hasil belajar siswa, hasil observasi aktivitas guru dan siswa diambil dari lembar observasi kegiatan guru dan lembar observasi aktivitas siswa. Hasil observasi aktivitas guru dan siswa yang diperoleh pada tindakan siklus I yaitu persentase aktivitas guru berkisar 75% dan persentase aktivitas siswa berkisar 72,91%. Selanjutnya pada siklus II mengalami peningkatan yang signifikan dengan perolehan pesentase aktivitas guru mencapai 93,75% dan persentase aktivitas siswa mencapai 89,58%. Hasil penelitian menunjukkan bahwa pada tindakan siklus I yang tuntas secara individu berjumlah 7 orang dari 15 siswa sehingga diperoleh ketuntasan belajar klasikal 46,67% dan daya serap klasikal sebesar 66,67%. Pada tindakan siklus II diperoleh ketuntasan belajar klasikal 86,67% dan daya serap klasikal 86,67%. Hal ini berarti pembelajaran pada siklus II telah memenuhi indikator keberhasilan dengan daya serap klasikal minimal 65% dan ketuntasan belajar klasikal minimal 75%. Berdasarkan daya serap klasikal dan ketuntasan belajar klasikal pada kegiatan pembelajaran siklus II, maka dapat disimpulkan bahwa dengan menggunakan metode pemberian tugas dapat meningkatkan hasil belajar IPS pada siswa kelas III SDN 1 Laemanta

Teacher training in «multicultural» Sweden

Este texto se presentó como comunicación al II Congreso Internacional de Etnografía y Educación: Migraciones y Ciudadanías. Universidad Autónoma de Barcelona, Barcelona, 5-8 Septiembre 2008This paper builds on the experience of the on-going, mainly ethnographic, research project called Teacher training in' multicultural' Sweden. Class, gender and ethnicity. In this multi-disciplinary project a number of scholars conduct research through participant observation in, and through the study and analysis of documents from, a number of teacher training colleges in Sweden. In this paper I will use empirical material gathered from two teacher training colleges to discuss this basic issue. One college is situated in a suburb outside Stockholm and it consciously portrays itself as a college for 'multicultural' students who will later teach in 'multicultural' suburbs. The other college is situated in a small town and although 'multiculturalism' is seen as important in the educational system students with mainly 'Swedish' background are recruited. In the first college 'differences' are lauded and students are encouraged to ponder upon and develop their ethnic profile. In the second 'similarities' are more taken for granted. I will argue, however, that within these colleges 'differences' and 'similarities' are not only discussed but actually created against a backdrop of macro-constraints which are not much scrutinized within these colleges

Oppstartsfasens betydning for teamprestasjoner: en eksplorativ utredning om aktiviteter i oppstartsfasen og deres sammenhenger med teamprestasjoner

Vår studie har til formål å belyse aktiviteter i oppstartsfasen til team, og om disse aktivitetene har sammenheng med teamprestasjoner. Fra eksisterende litteratur vet vi at hendelser tidlig i et teams levetid har langvarig effekt, men kunnskap om hva som påvirker teamprestasjoner og hvordan er begrenset. Dypere innsikt rundt sammenhengen mellom aktiviteter i oppstartsfasen og teamprestasjoner vil kunne hjelpe team å fokusere på de aktivitetene som sannsynliggjør bedre prestasjoner. For å belyse vår problemstilling har vi observert oppstartsfasen til 18 team i gjennomføringen av teambuildingøvelsen Escape Room. Vi benyttet oss av narrative notater for å samle inn data. Deretter konstruerte vi en mal for koding og analyse av aktivitetene til teamene. Vårt første hovedfunn er aktivitetene vi identifiserte i oppstartsfasen, som vi strukturerte i åtte kategorier; kommunikasjon, målklargjøring, koordinering, ledelse, problemforståelse, motivasjonsbygging, sosial loffing og engasjement. Videre analyserte vi teamets aktiviteter opp mot teamprestasjoner for å belyse eventuelle sammenhenger. Vårt andre hovedfunn i denne studien er at et teams fravær av dysfunksjoner i alle ovennevnte kategorier, synes å ha systematisk sammenheng med gode teamprestasjoner. Våre funn hentyder at et fravær av dysfunksjoner hos team i oppstartsfasen vil vare levetiden ut, og således har en positiv sammenheng med teamprestasjoner. Vi fant også en sammenheng mellom gode teamprestasjoner og team som hadde god kommunikasjon og/eller problemforståelse. Fra litteraturen vet vi at felles problemforståelsen avhenger av teammedlemmenes evne til å kommunisere deres individuelle forståelse av problemet. Ut fra dette, er det altså ikke overraskende at kommunikasjon og problemforståelse opptrer sammen. Eksisterende litteratur beskriver disse aktivitetene som prestasjonsfremmende, hvilket styrker våre funn. Vår studie hentyder en sammenheng, en hypotese som må testes, og er ikke et bevis. Blant vårt utvalg er våre funn likevel tydelig. Vi oppfordrer derfor til ytterligere forskning på dette emnet for å se om disse funnene kan underbygges av kvantitativ forskning, og generaliseres til flere team.nhhma

Teacher training in "multicultural" Sweden

This paper builds on the experience of the on-going, mainly ethnographic, research project called Teacher training in' multicultural' Sweden. Class, gender and ethnicity. In this multi-disciplinary project a number of scholars conduct research through participant observation in, and through the study and analysis of documents from, a number of teacher training colleges in Sweden. In this paper I will use empirical material gathered from two teacher training colleges to discuss this basic issue. One college is situated in a suburb outside Stockholm and it consciously portrays itself as a college for 'multicultural' students who will later teach in 'multicultural' suburbs. The other college is situated in a small town and although 'multiculturalism' is seen as important in the educational system students with mainly 'Swedish' background are recruited. In the first college 'differences' are lauded and students are encouraged to ponder upon and develop their ethnic profile. In the second 'similarities' are more taken for granted. I will argue, however, that within these colleges 'differences' and 'similarities' are not only discussed but actually created against a backdrop of macro-constraints which are not much scrutinized within these colleges

Studies on toxicity to cockerel chicks of raw full-fat neem (Azadirachta indica A. Juss) seed kernel

cockerel chicks of raw full-fat neem (Azadirachta indica A. Juss) seed kernel. Vet

TO SEE OR NOT THE SEE THE SOY

TO SEE OR NOT THE SEE THE SO

The application of inelastic neutron scattering to investigate the ‘dry’ reforming of methane over an alumina-supported nickel catalyst operating under conditions where filamentous carbon formation is prevalent

The use of CO2 in reforming methane to produce the industrial feedstock syngas is an economically and environmentally attractive reaction. An alumina-supported nickel catalyst active for this reaction additionally forms filamentous carbon. The catalyst is investigated by inelastic neutron scattering as well as elemental analysis, temperature-programmed oxidation, temperature-programmed hydrogenation, X-ray diffraction, transmission electron microscopy and Raman scattering. Isotopic substitution experiments, using 13CO2 for 12CO2, show the oxidant to contribute to the carbon retention evident with this sample. At steady-state operation, a carbon mass balance of 95 % is observed. A kinetic scheme is proposed to account for the trends observed

Women Empowerment through Education for Individuals and National Development in Nigeria

The paper examined the concept of women empowerment through education which includes the provision of functional education for girls and women through skills such as sewing, dying, cooking, baking, typing, knitting, and awakening the consciousness of all women to the need for the development of a positive self-image. It examined the legislation on women's education such as socio-cultural religious and superstitious beliefs which inhibit women and prevent them from self-actualization, thus placing them in a perpetual subordinate position that must also be abandon. It also talks about the benefits of women's empowerment through education which states that educating women will encourage technological innovation, improve food production, promote skills development, increase economic efficiency, support family planning, and improve the general quality of life. It highlighted pre-requisite for Women's Empowerment such as empowerment should be sensitive to issues of gender and other aspects of humanity. It also suggested ways of empowering Women through Education for a Sustainable Economy that the Nigerian government should emphasize the importance of the education of females not only in arts, humanities, and social sciences but also in science and technology. Lastly, it talks about the relevance of women's education and empowerment to the Nation, particularly on girls as an individual, the community, and the nation at large. Conclusively, empowerment makes a person choose and demand. It makes the person able to choose her goals, generate opportunities to reach the goals, and determine the overall direction of her life