Self-Concept and Academic Achievement of Students at the Higher Secondary Level

Kumari, Archana; Chamundeswari, S.

doi:10.5296/jsr.v4i2.3909

Cited by 32 publications

(25 citation statements)

References 9 publications

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“…Their active role on navigating in cyberspace to make a decision about how to look for, where to look, what content to select related to their business and increase their understanding of the particular competence (Gulden et al, 2012;Zyad, 2016 Technology integration in learning can enrich learning experiences. Mobile learning gives opportunity for students to involve in their learning experience which now can't be got through static technology devices such as a desktop computer (Alzahrani & Laxman, 2016;Kumari & Chamundeswari, 2013;Zawacki-richter et al, 2017). At the moment, the changing in teaching and learning philosophy is driving from a teacher-centered approach to a student-centered approach.…”

Section: Introductionmentioning

confidence: 99%

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

Sulisworo

Permprayoon

2018

Int. J. Emerg. Math. Educ.

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AbstrakPenetrasi media sosial di masyarakat sudah sangat tinggi. Saat ini, hampir semua siswa di sekolah menggunakan ponsel cerdas untuk aktivitas keseharian mereka. Penelitian ini merupakan penelitian eksploratif kuantitatif deskriptif untuk mengetahui bagaimana respon siswa ketika belajar menggunakan media sosial sebagai sistem pembelajaran mobile. Data diambil dari empat sekolah berbeda di daerah pedesaan Yogyakarta, Indonesia. Pembelajaran matematika dilaksanakan dengan menggunakan media sosial yang berbeda (WeChat, Line@, Socrates, dan Edmodo) pada siswa kelas 7 di masing-masing sekolah. Pengumpulan data menggunakan kuesioner USE yang mengukur apakah model pembelajaran yang diimplementasikan dengan menggunakan media sosial dapat diterima dengan baik oleh siswa dan pembelajaran sesuai dengan harapan. Kuesioner USE memiliki 4 faktor terukur yaitu kegunaan, kemudahan penggunaan, kemudahan belajar, dan kepuasan. Dari data tersebut, terlihat bahwa semua faktor yang diukur memperoleh skor yang tinggi. Skor tertinggi adalah kepuasan (3,15) kemudian kegunaan (3,11), mudah dipelajari (3,00), dan mudah digunakan (2,94). Rata-rata, media sosial mendapat respon siswa yang tertinggi sebagai sistem pembelajaran yaitu Socrative (3.18), lalu Edmodo (3,15), Line@ (3,00) dan WeChat (2,89). Analisis lebih lanjut Anova menunjukkan bahwa Socrative dan Edmodo merupakan aplikasi yang cenderung dipersepsi paling baik oleh siswa. Temuan ini bermakna bahwa kedua aplikasi tersebut perlu dimanfaatkan dalam pembelajaran dengan berbagai strategi pembelajaran.Kata Kunci: social media, mobile learning, STEM education, mobile technology, learning innovation AbstractThe penetration of social media in the community has been very high. Nowadays, almost all students at the school are using smartphones for their daily activities. This study is a descriptive quantitative exploratory research to find out how the students' response when learning using social media is implemented as a mobile learning system. Data were taken from four different schools in the rural area of Yogyakarta, Indonesia. Mathematics learning using a different social media (WeChat, Line@, Socrative, and Edmodo) was applied to student of grade 7 of each school. Data collection used USE questionnaire which measured whether the implemented learning model using social media could be well received by students and appropriate learning expectations. USE questionnaire has 4 measured factors i.e. usefulness, ease to use, ease of learning, and satisfaction. From the data, it shows that all factors were high. The highest one was satisfaction (3.15) then, usefulness (3.11), ease to learn (3.00), and ease to use (2.94) respectively. On average, the social media got the highest student's response as a learning system was Socrative (3.18), then Edmodo (3.15), Line@ (3.00) and WeChat (2.89). Further analysis using statistical technique showed that students have good perception to Socrative and Edmodo. This finding implies that the social media especially Socrative and Edmodo are valuable to ...

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Section: Introductionmentioning

confidence: 99%

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

Sulisworo

Permprayoon

2018

Int. J. Emerg. Math. Educ.

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“…A similar finding was obtained in the research carried out by Demirbaş and Yağbasan (2010), which states that the higher the students' science course grade get compared to the previous semester, the higher their academic self-concept scores become in terms of the sixth grade science course. Besides, in the literature, there are many studies demonstrating the relationship between academic concept and academic success (Muijs, 1997;Sanchez & Roda, 2003;Wilkins, 2004;Ghazvini, 2011;Dramanu & Balarabe, 2013;Kumari & Chamundeswari, 2013;Oluwatosin & Bamidele, 2014;Ayodele, 2016).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Curriculum of Elementary School Third Grade Science Course

Başar

Yağcı

2017

EURASIA J MATH SCI T

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This study has been conducted with the aim of descriptively evaluating the Curriculum of Elementary School Third Grade Science Course. In this study, the elementary schools in Ankara have been divided into three groups, which are ''high level, medium level, and low level'', based on their success levels. The results of the study suggest that in terms of achievement level of prerequisite behaviors regarding the curriculum and achievement level of the acquisitions included in the curriculum, there is a significant difference between groups, which is in favor of the high level group. Similarly, it has been detected that in terms of both academic self-concept levels of students in the Third Grade Science Course and the quality of the education service given in the Elementary School Third Grade Science Course, there is a significant difference between groups, which is in favor of the high level group.

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“…This is because most of the definitions of affective discuss the important psychological traits such as eagerness, self-esteem, and socialization, beliefs, and values [7,15]. There are many studies showing the affective relate to the learning outcomes [7,10,15,16]. The concept of an affective domain was studied and described by many experts e.g.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Indicators of interest include feelings of love, interest, attention, satisfaction, the tendency to follow [5,11,18]. Self-concept or selfbelief is an individual evaluation of the strength ability and its weaknesses [5,10,26,28]. Belief is a value about actions or behaviors on considering a good and a bad thing.…”

Section: B Affective Characteristicsmentioning

confidence: 99%

“…A proper assessment of the affective domain would be essential to improve learning performance as the assessment of cognitive domain [10,11]. In fact, the affective domain assessment probably at some situation more important than cognitive; because the understanding of the students in the affective profile could help teachers to encourage students who tend to give up on the challenge of learning [12].…”

Section: Introductionmentioning

confidence: 99%

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Affective Characteristics Analysis: a Comparative Study between Elementary School of Indonesia and Thailand

Sulisworo¹,

Maryani²,

Roengsamut³

2017

Proceedings of the 4th Asia Pacific Education Conference (AECON 2017)

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Abstract-Indonesia and Thailand has many similarities in the education system; but the learning outcome is much different. The purpose of this study is to measure the affective domain of student in both countries. Comparing the similarity and differences of both countries would figure out the certain education policy for better understanding on education system improvements. This research combines qualitative and quantitative research methods using ex post facto approach. The result shows there was significance different on self-esteem, interest, and belief. Indonesia got higher score than Thailand for self-esteem and interest aspect. On the contrary, Thailand got higher score for belief aspect than Indonesia. Both, Indonesia and Thailand got no significance different for attitude. In total, there is no significance different between both countries on affective characteristics. Three factors considered gave effect to effective characteristics profile in both countries namely learning strategy, ICT use, and teacher and student interaction.

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Self-Concept and Academic Achievement of Students at the Higher Secondary Level

Cited by 32 publications

References 9 publications

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

Evaluation of the Curriculum of Elementary School Third Grade Science Course

Affective Characteristics Analysis: a Comparative Study between Elementary School of Indonesia and Thailand

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