An Analysis of Basic Interaction, Communication, Team Building, and Problem-solving Skills of Primary School Students in Marching Band Activities

Altaftazani, Deden Herdiana; Rahayu, Galih Dani Septiyan; Kelana, Jajang Bayu

doi:10.17509/mimbar-sd.v7i2.26264

Cited by 2 publications

(2 citation statements)

References 23 publications

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“…Solving problems can be done in various ways, including making initial observations, compiling guiding questions, conducting experiments and collecting data, clarifying, and conducting evaluations. On the findings (Pedaste et al, 2015;Altaftazani et al, 2020;Wola et al, 2023). Problemsolving skills that are continuously trained make students have good skills in analyzing and managing information (Permata et al, 2022;Sapriyadin et al ., 2023).…”

Section: Introductionmentioning

confidence: 95%

Analysis of Classroom Action Research Studies: The Effectiveness of Inquiry Learning Models on Biology Education Undergraduate Students Problem Solving Ability

Kawuwung,

Mamahit

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The ability to solve problems is a skill that students should have in the 21st century to support better life activities. Observations on learning activities found that students were still relatively passive in learning activities, lacked confidence in conveying ideas, lacked the motivation to learn, and had no more interaction between students during learning, which affected low problem-solving abilities. It is in line with the evidence obtained through the acquisition of pre-research data where the results of problem-solving abilities include indicators of understanding problems with an average score of 55.63, indicators of preparing a settlement plan with an average value of 43.78, indicators of implementing a settlement plan with an average value of 50.37, and the indicator checks back with an average value of 46.53. Low problem-solving abilities can impact the quality of life of students who are less able to compete for jobs in the future. Increasing student solving needs to be considered so that from these problems, it is necessary to conduct classroom action research using the inquiry learning model to improve student problem-solving abilities, where this model has learning steps in guiding students to study in a directed manner and be able to solve problems. The research sample was 21 undergraduate students in Biology Education program. They obtained data through student activity questionnaires, student responses to learning models, model teacher activity questionnaires, and the results of problem-solving skills through giving test questions in the form of essays. This classroom action research was conducted in 3 learning cycles, with an average score between cycle I of 45.96%, cycle II of 94.78%, and cycle III of 95.26%. The acquisition of the average value shows an increase in problem-solving results between cycles I and II, cycles I and III. Testing the effectiveness of the learning model was carried out by the N-Gain test of 86.63% with the interpretation of "effective," and the distribution of the N-Gain score of 0.86 was greater than g > 0.7 with the "high" category. Obtaining these data can be concluded that the inquiry learning model effectively improves students' problem-solving abilities.

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Section: Introductionmentioning

confidence: 95%

Analysis of Classroom Action Research Studies: The Effectiveness of Inquiry Learning Models on Biology Education Undergraduate Students Problem Solving Ability

Kawuwung,

Mamahit

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…In every human life, communication is essential as the basis for interaction (Altaftazani, Rahayu, & Kelana, 2020) occurred in many domains such as in workplace (Seraj, 2021) (Haerazi & Llena, 2021), classroom (Wulandari, 2023) (Sari, et. al., 2023) with its functions.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Pragmatic Presupposition of Characters in Disney's Luca Film

Al Kahfi,

Rosdiana,

Santos

2024

Kredo J. Ilm. Bhs. dan Sastra

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Bahasa memiliki peran penting dalam komunikasi. Artikel ini menyelami ranah wacana sinematik dengan melakukan analisis pragmatis presuposisi dari film animasi "Luca". Dengan mengacu pada prinsip-prinsip pragmatika, penelitian ini bertujuan untuk mengungkap dan menguji presuposisi yang terkandung dalam dialog dan interaksi karakter, memberikan pemahaman tentang asumsi implisit yang membentuk narasi. Dengan pendekatan kualitatif, penelitian ini mengeksplorasi bagaimana presuposisi berkontribusi pada pemahaman penonton tentang karakter, dinamika plot, dan elemen tematik dalam film tersebut. Analisis juga mempertimbangkan nuansa budaya dan kontekstual yang dapat memengaruhi interpretasi presuposisi dalam konteks sinematik. Melalui eksplorasi ini, ditemukan total 177 data jenis presuposisi. Diantaranya, presuposisi faktif menyumbang 74 data (42%), sedangkan presuposisi struktural mencakup 49 data (28%). Presuposisi eksistensial ditemukan dalam 33 data (19%), diikuti oleh presuposisi non-faktif dengan 14 data (8%). Selain itu, presuposisi leksikal diamati dalam 4 data (2%), dan presuposisi kontrafaktual merupakan 3 data sisanya (1%). Presuposisi faktif sering muncul dalam film ini karena seringnya narasi film bergantung pada kebenaran yang sudah jelas dan asumsi-asumsi dalam ceritanya. Language plays a crucial role in communication. This article delves into the realm of cinematic discourse by undertaking a pragmatic presupposition analysis of the animated film "Luca." Drawing on the principles of pragmatics, this study aims to uncover and examine the underlying presuppositions embedded within the characters' dialogues and interactions, shedding light on the implicit assumptions that shape the narrative. By employing a qualitative approach, the research explores how presuppositions contribute to the audience's understanding of the characters, plot dynamics, and thematic elements in the film. The analysis also considers the cultural and contextual nuances that may influence the interpretation of presuppositions in the cinematic context. Through this exploration, a total of 177 data types of presuppositions were identified. Among these, factive presuppositions accounted for 74 data (42%), while structural presuppositions comprised 49 data (28%). Existential presuppositions were found in 33 data (19%), followed by non-factive presuppositions in 14 data (8%). Additionally, lexical presuppositions were observed in 4 data (2%), and counter-factual presuppositions constituted the remaining 3 data (1%). The most used type of presupposition found in this movie is factive presupposition as evidenced by the frequent reliance on established truths and assumptions within the narrative of this film.

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An Analysis of Basic Interaction, Communication, Team Building, and Problem-solving Skills of Primary School Students in Marching Band Activities

Cited by 2 publications

References 23 publications

Analysis of Classroom Action Research Studies: The Effectiveness of Inquiry Learning Models on Biology Education Undergraduate Students Problem Solving Ability

Analysis of Classroom Action Research Studies: The Effectiveness of Inquiry Learning Models on Biology Education Undergraduate Students Problem Solving Ability

Analysis of Pragmatic Presupposition of Characters in Disney's Luca Film

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