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All Journal JURNAL SERAMBI ILMU JOURNAL OF ENGLISH FOR ACADEMIC
Ridhwan, M.
Fakultas Keguruan dan Ilmu Pendidikan Universitas Serambi Mekkah
Education Languange, Linguistic, Communication & Media

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HUBUNGAN ANTARA PENGETAHUAN DENGAN PERSEPSI SISWA TERHADAP PENULARAN PENYAKIT AIDS Andalia, Nurlena; Agnes, Agnes; Ridhwan, M.
JURNAL SERAMBI ILMU Vol 28, No 1 (2017)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (48.286 KB)

Abstract

Penelitian tentang hubungan antara pengetahuan dengan persepsi siswa terhadap penularan penyakit AIDS. Penelitian ini bertujuan untuk mengetahui hubungan antara pengetahuan dengan persepsi siswa terhadap penularan penyakit AIDS. Metode penelitian yang dilakukan menggunakan angket (questioner). Angket yang disusun berupa pertanyaan tentang cara pencegahan penularan HIV dan AIDS Kota Langsa yang terpilih sebagai sampel. Sedangkan sampel dalam penelitian adalah total dari populasi yaitu semua siswa Sekolah Menengah Kejuruan Kota Langsa. Hasil penelitian diperoleh hubungan antara pengetahuan dengan persepsi siswa terhadap pencegahan penularan AIDS, hasil respondennya (63,6%). Terdapat hubungan antara pengetahuan dengan persepsi siswa terhadap pencegahan penularan AIDS di Sekolah Menengah Kejuruan Langsa. Hubungan antara lingkungan keluarga dengan persepsi siswa terhadap pencegahan penularan AIDS, hasil respondennya (51,7%). Terdapat hubungan antara lingkungan keluarga dengan persepsi siswa terhadap pencegahan penularan AIDS di Sekolah Menengah Kejuruan Kota Langsa. Hubungan antara lingkungan pergaulan dengan persepsi siswa terhadap pencegahan penularan AIDS, hasil respondennya (53,4%). Terdapat  hubungan antara lingkungan pergaulan dengan persepsi siswa terhadap pencegahan penularan AIDS di Sekolah Menengah Kejuruan Kota Langsa. Hubungan antara penyuluhan dengan persepsi siswa terhadap pencegahan   penularan AIDS, hasil respondennya (65,6%). Terdapat hubungan antara penyuluhan dengan persepsi siswa terhadap pencegahan penularan AIDS di Sekolah Menengah Kejuruan Kota Langsa.
Understanding Formative and Summative Assessment for EFL Teachers: Theoretical Reflections on Assessment for Learning. Ridhwan, M.
J-SHMIC : Journal of English for Academic Vol 4 No 1 (2017): J-SHMIC(Journal of English for Academic)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP UIR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2017.vol4(1).505

Abstract

The literatures showed that the important of assessment has brought so significance works and studies. Currently, the teacher’s conception and belief to conduct assessment being questioned because of its nature, the cheating habit among students while assessing summative kind of test becomes the roots of all the problems occurred during the classroom test. They, especially EFL teachers should not determine by the test as the only gear to measure learning outcomes, using formative as assessment for learning is better proposed and understood rather than spotlighting the assessment of learning. Dispute summative can someway use feedback for formative purpose, it seems the roles of the teachers would take so little function for students’ improvement. It is then suggested for EFL teachers, they should immense formative procedures over summative to enhance the learning target which has been previously shared with students. Eventually, if it is successfully offered and applied massively by teachers, the earlier problems found such as cheating, lower students’ grade, would be diminished, and positively change the learning behavior. In addition, will not possible to transform teachers’ conception and practice from being an “assessment of learning” into assessment for learning”. The formative teachers will always examine their students based on the dynamic situation of their students, they viewed every dynamic problem found during classroom teaching and learning could be as feedback for teaching improvement and re-designed their teaching method in the classroom.
Co-Authors Agnes Agnes Andalia, Nurlena