Pengaruh Kreativitas dan Kedisiplinan Mahasiswa terhadap Hasil Belajar Kalkulus

Purpose of this study was to determine 1) the effect of collage students creativity and college students discipline to calculus learning, 2) the effect of collage students creativity to calculus learning, 3) the effect of college students discipline to calculus learning. This research was doing by double regression method. This research did on Indraprasta University students with 92 samples using random sampling technique. From this research we know that any effect of collage students creativity and college students discipline to calculus learning. Any effect of collage students creativity to calculus learning. And any effect of college students discipline to calculus learning

Theorising the value of collage in exploring educational leadership

This article contributes to theorising the value of collage as a methodological approach. It begins with a discussion of the methodological difficulties of exploring hidden meanings and individual experience through the research process. The illuminative potential of arts-based methodologies in qualitative research is then investigated. The article makes the case for the specific advantages of using collage to explore the experience of leadership, through a discussion of two collage-based studies. It proposes a variant of the ‘think aloud’ process, used in conjunction with collage, as a route to producing deep understandings of the multiple ways in which leadership is experienced and understood as a social process. The argument is made that collage enables the accessing and sharing of profound levels of experience not accessible through words alone, and considers the impact of the physicality of collage on its potential to release these profound insights. A five-stage process for the analysis of collage is then set out. The article concludes by offering a theory of the value of collage as a methodological approach to exploring experiences of leadership, through use of the concepts of physicality, wholeness and participant agency.Peer reviewe

Prevalence of Premenstrual Syndrome and Quality of Life Among Health Science College Student

Premenstrual syndrome (PMS) is a set of affective, behavioral and physical symptoms with appear in the luteal phase that could affect productivity and quality of life. PMS in adolescents could affect academic performance, such as a decreasing in concentration, failed the exam and absenteeism in the class. The objective was to evaluate the prevalence of PMS and determine its effect on quality of life among female health science students. This cross-sectional study was conducted between July-September 2017 on nursing female students of Health Science Collage “Karya Husada Semarang”, Central a Java, Indonesia. Students were enrolled 207 from first to fourth grade using WHOQOL–BREF form to determine quality of life. Inclusion criteria were having regular menstrual cycles (21-35 days) at least three period. Descriptive analysis and Mann Whitney tests were used for statistical analyses. The prevalence of PMS was found to be 60.8%. Physical health, psychological, social relationship, and environment domain were significantly higher in females with PMS (for each one P < 0.05)

A coral reef as an analogical model to promote collaborative learning on cultural and ethnic diversity in science

An exercise designed to engage students in critical thinking and active conversation about gender, diversity, and ethnicity in science is described. First semester college science students frequently do not realize that individual scholarship is an integral component of global scholarship and that scientific progress stems from the scholarly contributions of numerous individuals. The described exercise initially uses a collage of a coral reef—chosen both for its visual impact and because it is an excellent model of diversity—highlighting various aspects of life on a reef. This is followed by a trawl of library resources to enable the development of a chronology of significant contributions and practices in the field of medicine and the identification of historical and contemporary scholars and practitioners by race, cultural heritage, and gender

Dressing Up: Exploring the Fictions and Frictions of Professional Identity in Art Educational Settings

What fictions do we tell ourselves in order to teach? How do our stories as educators impact how we see our learners? Building from auto-ethnography research I begin with the personal and then invite co-participants to further illuminate a shared experience (Chang, 2008). In this example, I highlight the self-reflective work toward revealing and concealing identities associated with “teacher.” Using collage pedagogy (Garoian & Gaudelius, 2008), students in a pre-service art education class, created paper doll narratives marking and unmarking themselves through collaged backdrops and clothing choices which performed identities that would impact their role of teacher. Future teachers also “undressed” themselves from fashions that impeded their abilities to see their students beyond stereotypes. Through the design of the dolls and reflexivity, we examined the frictions of identity and representation within the larger social, political, or institutional landscapes of what it means to be “teacher/student” in the 21st century school sphere

Videos and Messy Data Analysis

This video collage expresses how students interacted with data in various ways as a response to the instructor’s request to analyze data. Video ‘stunts’ illustrate how ‘ messy data analysis’ can lead to spontaneous connections and ‘accident zones’ during different interactions with data. Additionally, this video collage has less to do with step-by-step approaches and more with engaging, challenging, interesting, thought-provoking, and sometimes pleasurable or threatening analysis approaches

Art in the Age of Networks - Networks as a Way of Thinking

The theme-based and material-based units (with lessons and lesson sequences) propose a curriculum for one academic semester in an undergraduate visual arts school (for sophomore, 2nd year, or junior, 3rd year students). However the lessons could be modified and tailored to any age group developmentally. This curricular framework aims to foster collaboration (within individuals, materials and disciplines), explore networked pedagogy and networks in pedagogy as a collaborating force through and with the visual arts and explore the materiality of the code and the digital media. The course also engages with new media theory and literature, investigates the materiality of the digital media as collaborators, mediators and metaphors and reflects on how technology affects pedagogy and allows students to tailor projects according to their own interests. The course content is flexible in its approach with plenty of elbowroom. The 3rd Unit of the suggested curriculum also seeks to advocate for social justice; students cultivate perspectives about the power of digital media to address social issues, they probe into matters of social justice or injustice with the featured artists and make connections with the artistic processes and goals of the artists (listed in the lessons) to reflect on the sociopolitical context of their own art making. The students also think about networks as an abstract or tangible concept (digital, social, physical, and biological networks) and create works in an open-ended, student-centric environment that encourages critical thinking, independent decision-making and enables them to chose their own nature/ track of projects.https://scholarscompass.vcu.edu/cstae_resource_higher_education/1002/thumbnail.jp

Contours of Inclusion: Frameworks and Tools for Evaluating Arts in Education

This collection of essays explores various arts education-specific evaluation tools, as well as considers Universal Design for Learning (UDL) and the inclusion of people with disabilities in the design of evaluation instruments and strategies. Prominent evaluators Donna M. Mertens, Robert Horowitz, Dennie Palmer Wolf, and Gail Burnaford are contributors to this volume. The appendix includes the AEA Standards for Evaluation. (Contains 10 tables, 2 figures, 30 footnotes, and resources for additional reading.) This is a proceedings document from the 2007 VSA arts Research Symposium that preceded the American Evaluation Association's (AEA) annual meeting in Baltimore, MD

Creative Ways to Solicit Youth Input: A Hands-On Guide for Youth Practitioners

To understand how our programs are doing, improve the quality of those programs and report to funders and other stakeholders, we collect information from a variety of sources: staff, parents, and the youth themselves.We often ask youth for input or feedback through surveys. Other common methods to get information on how our programs are doing include observations (such as teacher observations in a classroom) or assessments (such as standardized tests).This manual provides ideas for other, creative ways to get input from youth