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INDONESIA
Sriwijaya University Learning and Education International Conference
Published by Universitas Sriwijaya
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 191 Documents
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DEVELOPING OF CONCEPTUAL CHANGE TEXTS (CCTs) BASED ON CONCEPTUAL CHANGE MODEL TO INCREASE STUDENTS’ CONCEPTUAL UNDERSTANDING AND REMEDIATE MISCONCEPTIONS INKINEMATICS SYUHENDRI, SYUHENDRI

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The main objectives of this research are to develop a valid and practical Conceptual Change Texts (CCTs) material related to Newtonian Mechanics and to test the influence of the CCTs in order to increase students’ conceptual understanding and overcome their misconceptions in the relevant topics. The research is divided in to two years comprising of three steps, namely 1) preliminary study, 2) design development, and 3) product testing. This article reports some result of the first year research for kinematics materials. The method for the first and the second steps are descriptive qualitative and development research, respectively. Based on the analysis of the preliminary data it is found the weakness of the basic and standard competencies for Newtonian Mechanics materials in Basic Physics 1 course and it has been changed from 7 to 9 standard competencies. It was also arranged essential material and found 9 common misconceptions in kinematics, namely velocity and acceleration are considered equal, position and velocity are considered equal, velocity is not as vector quantity, ego-centered reference frame, heavier objects fall faster, gravity increase as an object falls, acceleration differs along the trajectory of a projectile motion, an object thrown vertically upward from a linier moving object will land behind this moving object, and a bullet will not hit a target if the target falls downat the same time the bullet is fired. These findings are basis to develop the CCTs. It is developing the CCTs for kinematics comprises of: case, question(s), space to answer and reason, kinds of misconceptions, and explanation of the right concepts. The CCTs in turn can be utilized to improve learners’ conceptual understandings and to remediate their misconceptions toward the truer concepts in the Kinematics topics.
Portraying Teachers’ Academic Writing Ability as the First Step to Sustainable Teachers’ Professionalism Development NURKANTI, MIA; HALIMAH, MIMI; NURDIANI, NIA

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This study is the first stage of a longitudinal study on teacher professional development, particularly in writing scientific papers. From the researchers’ experience as trainers in teacher development program, it was found that most teachers found it difficult to write scientific writings. Hence, this study was attempted to investigate series of observations was done to analyze teachers’ difficulties in making academic writing, with questionnaires as the data collection instrument. Conducted in 2014, 44 respondents–7 male and 37 female teachers from Bandung and Cimahi–were given questionnaires and 42 respondents submitted the questionnaires back. From the questionnaires it was found that teachers’ knowledge in writing academic writing was 20.7%, teachers’ attitude towards academic writing was 15.5%, teachers’ motivation in making academic writing was 15.5%, teachers’ motivation in joining academic writing training was 56%, and teachers’ skill in writing academic paper was 7.8%. From the data, the researchers tried to collect further data on teachers’ relatively low knowledge, attitude and skills in academic writings in order to make training model to improve those aspects. The data served as the basis for conducting further research employing research and development (R & D) methods on making a teacher training model focusing in academic writing for teachers in Bandung and Cimahi that have already been in colom for six years as an attempt to sustainably develop teachers’ professional competence.
TEACHER CREATIVITY IN THE CLASSROOM MANAGEMENT HUSIN, AZIZAH
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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Creativity needs to be done by the teacher in the learning task. With creativity,learning goals would be more easily achieved. Creativity of the teacher in teachingreforms ideas, practices, and educational products. Renewal was about somethingtotally new, combined, or modification of, or the development of new forms of theold to. Classroom management for teachers who do this need modified so that theprocess learning and teaching fun and students are motivated to learn. Learningcomponent that is directly related to the learning process in the classroom and needto be considered in the management class is primarily instructional materials, media,methods, teacher, student, classroom atmosphere, and arrangement of allcomponents to run. Interaction this raises the learning dynamics. These dynamicscan vary its shape and determine the quality and effectiveness of learning. Itrequired creativity in managing classroom teacher in order to target the achievementof goals.
TEACHING READING BY USING TEA PARTY STRATEGY TO THE EIGHTH GRADE STUDENTS SANI, HARITSAH; SAPUTRA, EKO
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The aims of this quasi experimental study were to investigate whether or not there was (1) a significant improvement of students’ reading comprehension achievement after being taught by using Tea Party strategy, and (2) the significant difference of reading comprehension achievement between the students who were taught by using Tea Party strategy and those who were not. The population of this study was 282 eighth graders of one state junior high school in Palembang. The sample chosen was 60 students who were divided equally to the experimental and control groups. In collecting the data, pretest and posttest that consisted of 40 items were given to both groups. The result showed that there was a significant improvement in students’ reading comprehension achievement after getting the treatment and there was a significant difference of the students’ reading comprehension achievement in both groups.
TEACHERS’ DEMOTIVATION IN ENGLISH LANGUAGE TEACHING: CAUSES AND SOLUTIONS AGUSTIANI, MERIE
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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Teaching and learning process is the core of education that determines the quality of education. Therefore, if there is a quality decrease of education, the first thing that should be evaluated is its teaching and learning process quality. EF-EPI (English First- English Proficiency Index) in 2014 released that Indonesian score was 52.74 which was far from the highest score. In addition, EFA global monitoring report of UNESCO (2014) also points out that Indonesia belongs to ten countries which account 72% of the global population of illiterate adults. Those results show that quality of education in Indonesia still dissatisfied. The quality of teaching and learning process depends on three aspects; (1) the students’ participation level on learning activities, (2) teachers’ roles in teaching and learning process, (3) learning environment. The second aspect is considered as crucial thing focussed by the experts since teacher is the manager and leader of learning process. Recently, not only students’ motivation but also teachers’ motivation affects students’ academic achivement. It is assumed that dissatified results of Indonesian education quality is caused by demotivation of teachers. This paper is aimed at discussing the causes and solutions of teachers’ demotivation in ELT.
ANALYSIS OF STUDENTS’ ANSWERS TOWARD SOLVING PISA LIKE TEST WITH INDONESIAN CONTEXTS IN PHYSICS EDUCATION OF FACULTY TEACHER TRAINING AND EDUCATION SRIWIJAYA UNIVERSITY SUSANTI, RAHMI; ISMET, ISMET; HARTONO, HARTONO

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The aim of research is to describe students’ answers toward PISA like tests withIndonesian contexts. The research involved 35 students that consisted of 11 groups.The total of Pisa like tests are five essay items.. The result of research showed that:1) 54.54% of students’s answers related to temperature and dangerous elements involcano dust toward crop plants; 2) 36% of students’ answers related to waves andfrequencies to solve question: effects of earthquake that caused differences of leveldistroys. 3) 27% of students’ answers related to kinds of gases that produced in thevolcano that reacted with rain water to solve question: effects of earthquake towardacid rain; 4) 27.3% of students’ answers related to lack of diversity and poluttion tosolve question: effect of vegetation destroys caused of smoke; and 5) only 18.18%of students’ answers related to abilities of CaCl2 solution to bond smoke to solvequestion: function of CaCl2 to reduce smoke. The research was concluded that67.28% of test items were not answered well based on answer keys.
4-TO-5-YEAR OLD CHILDREN SPEAKING ABILITY THROUGH CONSTRUCTIVE PLAY WITH PEER GROUP AT BON THORIF KINDERGARTEN IN PALEMBANG SRI SUMARNI
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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were from 4 to 5 through constructive play with peer group. The research was carried out at BonThorif Kindergarten in Palembang. The method was classroom action research from Kemmis andTaggart which consisted of planning, treatment, observation, and reflection. The treatments wereconducted in 2 cycles and each cycle consisted of six treatments. The subjects of the research were 18pupils whose ages were from 4 to 5 at Bon Thorif Kindergarten in Palembang. The data were analyzedquantitatively and qualitatively. The quantitative analysis showed pupils’ speaking ability wasimproved from pre-treatments to the second cycle which was 82.2%. This showed the treatment’ssuccess with 75% improvement. It indicates that the reserach was successful. The qualitative analysisby using a model proposed by Miles and Huberman with triangulation was also carried out consisting:(1) data reduction; (2) data display; and (3) verification, through observation, interview, anddocumentation during the treatment. The result revealed that constructive play with peer group couldimprove pupil’s speaking ability. Through some experiences in playing, having recreation, andinteracting with peer group, all aspects of pupils’ speaking ability were improved.
MODERN TECHNOLOGY DEVICES IN EFL TEACHING LESTARI, YUNDA

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This paper aims at making a review of positive experiences that used modern technology devices in classrooms of English as a foreign language around the world. Some modern technology devices will be reviewed, they are: Tablet PCs, smartphone and iPads. For this review, four articles by researchers from different countries were selected in order to obtain positive reports on the use of modern technology devices in EFL classroom. Despite modern technology devices are still rare and not being popular in some areas in Indonesia, the use of that kinds of device as a learning tool is being largerly developed in Indonesia and other countries and it has shown good results so far.
IDEA-DETAILS TO ENHANCE NARRATIVE WRITING ACHIEVEMENT TASYKIRAH, FITRIAH; INDERAWATI, RITA; IHSAN, DIEMROH
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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Teacher is the creator and designer, the one who creates the design of media that will be used during the learning process. Teaching media for language learning especially in writing skill is needed since writing is the most difficult skill to be acquired. One of media for improving writing skill is picture-based media. In this case,Multifunctional Folklore Card (MFC), a medium designed and created for English learning by Bella, Rizqiyah, Tasykirah, Andani, Pangestu and Inderawati (2015), offers picture-based for writing skill learning particularly in narrative text. The term multifunctional in this media refers to its functions to be applied for improving students’ English skill. MFC is a game; learning media with the focus on narrative since one of the materials for MFC is folklore (traditional story) of which features are character- match card, sequence card, and vocabulary card. A study of MFC has been conducted by Bella et al. (2015), it focused on vocabulary achievement from students of MTs Ilham Palembang which let students to match similar meaning between local language and English. Besides using media for writing skill improvement, Idea-Details strategy also helps the learners to organize their narrative writing from MFC picture cards into a complete narrative text paragraph with the table of pre-writing activity on idea and details from those pictures.This paper aims to elaborate the use of MFC as a medium in narrative writing skill improvement and the use of Idea-Details as the strategy in helping students to organize their narrative text writing
DEVELOPMENT OF INSTRUCTIONAL MATERIALS BASED LOCAL WISDOM IN SOCIAL STUDIES FITRIYANTI FITRIYANTI; EMIL L. FAISAL; SANI SAFITRI; ERIAWATY ERIAWATY
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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This research is the development of research that aims to develop instructional materials based on local wisdom social studies valid and practical and has a potential effect on students understanding on the values contained in the local culture. This study uses a model of development Borg and Gall consisted of three phases: a preliminary study, product development, and product trials. Gathering data using questionnaires, tests, documentation and data analysis using quantitative descriptive. Expert review of assessment results show the value of 83.3% (valid) for expert material and 82.5% (valid) for the media expert. In the test phase one to one and small group of learners obtained responses were very good (82.5%) showed the practicality of the use of teaching materials. In the field evaluation trials in Palembang obtained the pretest and posttest at 3.62 at 6.07 which shows an increase of 2.35 with N-Gain value of 0.4 with the medium category. While at Palangkaraya also an increase of 1.28 with N-Gain value of 0.3 with the medium category. The research results obtained by the product of teaching materials based on local wisdom valid, practical, effective learners with a positive response by 82.5% (excellent) on the use of teaching materials based on local wisdom in social studies.

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