{"title":"Integrated Thematic Learning through Contextual Learning to Improve Performance of Students with Mild Intellectual Disability","authors":"K. Kasiyati, Zulmiyetri Zulmiyetri","doi":"10.32698/0172","DOIUrl":"https://doi.org/10.32698/0172","url":null,"abstract":"This study aims to determine the effect of integrated thematic instructional, through contextual learning model, for improving performance of students with mild intellectual disability. This research uses classroom action research (Action Research), included collaboration with classroom teachers. The subjects of this research are four students with mild intellectual disability in grade VIII. This study uses a cycle, in each cycle consists of planning, action, observation and reflection. Data collected through observation, and tests. Data analysis using qualitative and quantitative analysis. The results showed that, integrated thematic instructional, through contextual learning model, has changed performance of the students from cycle I to cycle II. The result of cycle I showed that the performance of the four students are R = 48%, T =54%, K =63% and S =59%. In cycle II, the performance of students increasing, R = 69%, T = 75%, K = 85%, and S = 81%. It could be concluded that integrated thematic instructional, through contextual learning model, effective for improving performance of students with mild intellectual disability.","PeriodicalId":269345,"journal":{"name":"Journal of Educational and Learning Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132612037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Vocational High School Culture","authors":"R. Rifma, R. Rusdinal, Ranti Meizatri","doi":"10.32698/0192","DOIUrl":"https://doi.org/10.32698/0192","url":null,"abstract":"School culture becomes one of the determinants formed of students work culture. The lack of attention of school culture has an adverse effect on the character building of students to the low productivity and effectiveness of the school. The aim of the research was to obtain data and information about school culture development in vocational high school. The research employed qualitative research. This research was done in Vocational High School (SMK) Negeri 9 Padang which is one of the favorite vocational high school with all accredited skills program A. Subjects in this research were principal, head majors, teachers, employees, and pupils. Data in this research was collected by using observation, interview, and documentation study. Data were analyzed through three stages: data reduction, data presentation, and conclusion. The results of this study describe the culture of SMK Negeri 9 Padang seen from: (1) behavior; (2) norms; (3) dominant values; (4) philosophy; (5) rules; (6) school climate. The culture has been developing are hospitality culture and work above standard.","PeriodicalId":269345,"journal":{"name":"Journal of Educational and Learning Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127712950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Augmented Reality Game (ARG), 21st century skills and ESL classroom","authors":"Karmila Rafiqah M. Rafiq, H. Hashim","doi":"10.32698/0232","DOIUrl":"https://doi.org/10.32698/0232","url":null,"abstract":"The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.","PeriodicalId":269345,"journal":{"name":"Journal of Educational and Learning Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128172329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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