5th of March, we (citra, putri, ariza, intan) did the observation at kutowinangun 7 elementary school, 5th grade with the subject was natural science. 37 students joined the class. we gave them a test that consist of 30 multiple choice items. After we got the data we are instructed to analyze our test item using SPSS and MS.Excel. We analyzed the validity and reliability of our test item.
We need several days to analyzed because we got some problems when we analyzed it. we found an item thats contain a mistake so the item is not valid. And there was some other items that we found it invalid. From excel we found 19 items invalid, 2 items error and only 9 items was valid. Finally when we analyzed it with SPSS there only 6 items was valid. It’s made us know that we should fix up our test item so we can get the valid items. We got some important lesson from this activities so that we can make a good test items.
At 24th of March I went to an elementary school deep inside District Ampel with a sense of spirit, a little bit nervous. When I arrived at the school named Kembang 1 elementary school, my nervous was getting bigger and bigger again. I rushed to meet the principal. I’m glad, principal and the teachers welcomed me with a smile. I can’t wait to get in grades 5th to make observations. I was very interested because this school is one of inclusive elementary school in Boyolali. There are only a few elementary schools in Boyolali are willing to accept students with special needs such as the Kembang 1 elementary school, where I made some observations.
Promptly at 9:00 I went to the 5th grade’s room with Mrs. Purwanti the class teacher. I felt so sad suddenly after I saw the tiny room fulfilled with 46 students. It looked uncomfortable. Mrs. Heni started the class with the Sains. She used the lecture method, frequently asked questions and gave some exercises to the students. Mrs. Purwanti found it very difficult to handle 46 students in one class, moreover the fifth grader is quite active and the class is included one of a crowded classroom.
In this opportunity, the class studied science and the topic was about how the green plants produce foods. The class did an experiment, and it supposes to show that green plants need sunlight to produce food. But i think the experiment didn’t work properly and didn’t help the students understand about the material. After that, Miss Purwanti only delivered the materials by speech. As those said by Bassett, Jacka and Logan (1983) about the characteristics of elementary school children that they have a strong curiosity, love to play, and they work with other ways of teaching children etc. A teacher should know and understand of it, but I thought Mrs. Purwanti hasn’t understood about that theory. Even she just scolded students who asked her a question, moreover when the student who asked the question is a student with special needs. I was deeply concerned with the teaching situation like this. I was excited when I helped some children who got some difficulties during the class. And yeah!! Finally, they could do the exercise with a little help. I was glad at that time.
30 minutes has been running, I saw some kids sleepy and bored to follow the lessons. I think they get bored and sleepy because Mrs. Purwanti is kind of an old school teacher. She only delivers the lessons verbally without use an instructional media or the other teaching media, so it was equitable that the kids was getting bored and no longer concentrated to the lesson. I think the school can be more advanced than before if the teachers are willing to upgrade their teaching method. That’s my story with all the big family of Kembang 1 elementary school.
by Dimitrios Thanasoulas, Greece
http://www3.telus.net/linguisticsissues/constructivist.html
As a philosophy of learning, constructivism can be traced to the eighteenth century and the work
of the philosopher Giambattista Vico, who maintained that humans can understand only what they
have themselves constructed. A great many philosophers and educationalists have worked with
these ideas, but the first major contemporaries to develop a clear idea of what constructivism
consists in were Jean Piaget and John Dewey, to name but a few.
Within the constructivist paradigm, the accent is on the learner rather than the teacher. It is the
learner who interacts with his or her environment and thus gains an understanding of its features
and characteristics. The learner constructs his own conceptualisations and finds his own solutions
to problems, mastering autonomy and independence. According to constructivism, learning is the
result of individual mental construction, whereby the learner learns by dint of matching new
against given information and establishing meaningful connections, rather than by internalising
mere factoids to be regurgitated later on. In constructivist thinking, learning is inescapably affected.
by the context and the beliefs and attitudes of the learner. Here, learners are given more latitude in
becoming effective problem solvers, identifying and evaluating problems, as well as deciphering
ways in which to transfer their learning to these problems.
The constructivist classroom presents the learner with opportunities for “autopoietic” learning
(here, I deploy the meaning of Francisco Varela’s term in a context different to the original one)
with a view to helping learners to build on prior knowledge and understand how to construct new
knowledge from authentic experience—certainly a view in keeping with Rogers’ experiential
learning (Rogers, 1969, 1994). C. Rogers, one of the exponents of experiential learning—the tenets of
which are inextricably related to, and congruent with, those of constructivism—made the
distinction between cognitive learning, which he deemed meretricious, and experiential learning,
which he considered significant. For him, the qualities of experiential learning include:
- personal involvement;
- learner-initiation;
- evaluation by learner; and
- pervasive effects on learner
Rogers’ humanistic approach to learning is also conducive to personal change and growth, and can facilitate learning, provided that the student participates completely in the learning process and has control over its nature and direction; it is primarily based upon direct confrontation with practical, social, personal or research problems; and, self-evaluation is the principal method of assessing progress or success.
Piaget’s constructivism is premised on his view of the psychological development of children.
Within his theory, the basis of learning is discovery: ‘To understand is to discover, or reconstruct
by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition’ (Piaget, 1973).
According to Bruner, learning is a social process, whereby students construct new concepts based on current knowledge. In short, the principles that permeate Bruner’s theory are the following (see Bruner, 1973):
- Instruction must be commensurate with the experiences that make the student willing and able to learn (readiness).
- Instruction must be structured so that it can be easily understood by the student (spiralorganization).
- Instruction should be designed to facilitate extrapolation (going beyond the information given).
Howard Gardner on multiple intelligences – the initial listing
Howard Gardner viewed intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989)
He reviewed the literature using eight criteria or ‘signs’ of an intelligence:
Potential isolation by brain damage.
The existence of idiot’s savants, prodigies and other exceptional individuals.
An identifiable core operation or set of operations.
A distinctive development history, along with a definable set of ‘end-state’ performances.
An evolutionary history and evolutionary plausibility.
Support from experimental psychological tasks.
Support from psychometric findings.
Susceptibility to encoding in a symbol system.
Howard Gardner initially formulated a list of seven intelligences:
- Linguistic intelligence
Involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.
- Logical-mathematical intelligence
Consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.
- Musical intelligence
Involves skill in the performance, composition, and appreciation of musical patterns.
- Bodily-kinesthetic intelligence
Entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
- Spatial intelligence
Involves the potential to recognize and use the patterns of wide space and more confined areas.
- Interpersonal intelligence
Concerned with the capacity to understand the intentions, motivations and desires of other people
- Intrapersonal intelligence
Entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations.
The appeal of multiple intelligences to educators
Howard Gardner’s theory of multiple intelligences has not been readily accepted within academic psychology. However, it has met with a strongly positive response from many educators.
A broad vision of education
All seven intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern
Developing local and flexible programmers
Howard Gardner’s interest in ‘deep understanding’, performance, exploration and creativity are not easily accommodated within an orientation to the ‘delivery’ of a detailed curriculum planned outside of the immediate educational context.
Looking to morality
‘We must figure out how intelligence and morality can work together’, Howard Gardner argues, ‘to create a world in which a great variety of people will want to live’ (Gardner 1999: 4)
By Howard Gardner and his colleagues has looked to three particular possibilities:
Naturalist intelligence
Sspiritual intelligence
Existential intelligence
Moral intelligence
Video 1. Theory of learning and memory Learning relativelydurable change in knowledge that is due experience • Attention • Motivation • Instrinsic • Extrinsic Memory • Important compenent of learning Process that allow us to : – Record – Store – Retrieve Short –term memory Setrategy improve your memory : 1. Chunking In this method, the items to be memorized are devided into small and easily memorizable chunks or groups. Encoding – Stuctural Psysical structure of stimulus – Phonemic Sound of word – Semantic Meaning of verbal / visual / auditory input Encoding : • automatic processing • efortful processing : elaborative rehearsal, maintenance rehearsal 1. maintenance rehearsal • rote repetition of information • not an optimal method for transfer into long-term memory 2. elaborative rehearsal • visual imagery • enriches memory because it provides a second kind of memory code • concept map.
Video 2. Julie Madren and Michael Anwrights Education debates presented by David Kylie, analyst of the need for school reform for phonic versus whole language method to teach children how to read and concept of technology as teaching tool. But today, Institution of school itself becomes the concern. The story begun with the look back to year of 1960’s when Goodman and the others made radical criticisms about mass education and propose alternative. Along with Goodman, you will hear from Ivan Ilic, author the schooling society and john hole whose book teaches your own become the manifesto of home schooling movement. Paul Goodman is a poet, novelist, public intellectual, and play writer. He argued that schooling become nothing more than a technique of socialization and could no longer help most of the young in a search of love, meaning and location. He thought that sending everyone to spend 20 year of study have two effects. The first is that it corrupts the proper purpose of label studies. The second is that it’s so vastly expensive to try teaching people who don’t have motive for learning. He said that you can’t force someone to learn what doesn’t fit his need. We must give them freedom to choose what like to learn because when there is more free opportunity available, more curiosity will arise. We don’t have to motivate young people, they are motivated. What we should do is to prevent a situation that put them on a cage and kill the motivation. Goodman believed that it was a waste of time and a prostitution of scholarship to try to educate people before they want the education with a deep desire or urgent occasion. He also argued that it was extremely costly because supplying education prospectively created huge cost in planning, administration etc. Paul Goodman didn’t deny that learning has an order, but he felt that this order is in the learner as much as in the subject. For him, the library is much more than the school and the model educational institution. So he supports public library. Paul Goodman argument that big education is an expensive straight jacket became a common refference during the 1970’s. Another influencal exponent of this view came from Ivan Illic, the author of the schooling society and a close friend of Goodman. Illic’s argument for the disestablishment of education was intended to protect the poor from unfair discrimination and return education to it’s former status a free persuite. However, even before his book is published he had begun to wonder why the world is not already on the wait to become what he would later call the universal classroom.
Today I learned how to calculate the SPSS, and analyzed the problem using MS.Exel.
My lecturer gave us a few questions to answer without cheating, We answer all questions directly on the excel collumn. SPSS application that has been given can not be installed on my laptop, so I’m confused what to do.
today we learned about how to make a good test items, we made sixty test items. we will give the test to the students of kutowinangun 7 elementary school. when we made the test items, we got some difficulties such as making test item grating, and make pictorial test items. but it was so exiting.
Test items analysis is important to used, according to S. Hamid and Asmawi test item analysis is need to:
1. Knowing the strengths and weaknesses of the test item.
2. Obtain full information about the test items spesification.
3. soon to be know the problems exist in the test items.
4. be a tool In order to assess about which items will be stored in the test collection.
5. Obtain information about the items and making it possible to formulate some parallel question.
About the item analysis techniques
• Qualitative analysis
Performed in accordance with the rules of writing, the matter (written test, actions, and attitudes). Aspects considered in the review of this qualitative study are any problem in terms of material, construction, language / culture, and answer keys / guidelines for assessment.
• A quantitative analysis
Quantitative study of matter means that the matter of reviewing items that are based on empirical data of the item concerned about.
Difficulty level of multiple choice tests
Level of difficulty is a number that indicates the proportion of students who answered an item about right. (Slameto, 2001)
Distinguishing multiple-choice test
An index that shows how the answer choices distinguish the learners, clever (or who learn best) of the less intelligent (or not learned).
Benefit from the difference:
A. Improve the quality of any matter through the empirical data points.
2. Knowing how much each item questions can detect or distinguish-ability learners.
The validity of the instrument
The accuracy measure that is owned by an item to measure what it should.(Sudijono, A. 2001)
Reliability Score Test
Reliability of test scores is the ability to measure that provides a constant measurement results or steady.
KOHLBERG’S SIX STAGE
Stage 1. Obedience and punishment orientation.
Childrenns obey the rules because they fear of punishment, not because they know that it’s dangerous, etc. They just follow the older course, the rules given by someone older than him so they will obey.
Stage 2. Individualism and Exchange
Children’s are still individualistic, they only concern the best for themself, and children are no longer so impressed by any single authority, they see that there are different sides to any issue. Since everything is relative, one is free to pursue one’s own interests, although it is often useful to make deals and exchange favors with others.
Stage 3. Good Interpersonal Relationships
at this stage the young people is thinking about ethics, values, norms, expectations and started thinking how they becomes good person.
Stage 4.
Young people have started to think if they made a mistake they will be punished.
Stage 5.
People are less concerned with maintaining society for its own sake, and more concerned with the principles and values that make for a good society. They emphasize basic rights and the democratic processes that give everyone a say.
Stage 6. They define the principles by which agreement will be most just.
Self –esteem include cognitive, affective, and behavioral components – described shortly. Self – esteem is a person’s positive or negative feelings of personal value or self- worth.
Do you know that self concept can influence self- esteem? People get confused about the idea of self – concept and self- esteem. It’s important to understand the difference and what makes up the self- concept, so that how to increase self- esteem can be understood.
Cognitive the way one thinks impacts one’s self-esteem. There are three important concept here – self complexity, centrality, and domains.
- Self- complexity
Refers to how to many items make up one’s self esteem.
- Centrality
Refers to the fact that we weight different areas of ourselves differently.
- Eight domains that are pretty universally important. They are : school, athletic, social acceptance, physical appearance, etc.
Behavioral
in essence, people observe their own behavior and then try and figure out (or attribute) why it occured.
In this page I will explain you about how to improve self- esteem :
- Praise
Knowing what does work is as important as knowing what does not. Simply feeling good about yourself and being told you are good tends not to affect baseline self- esteem, but rather barometric self- esteem. If baseline self-esteem is affected, it is usually a fragile and unhealthy sense of self- worth.
Again, don’t just tell Johny he is brilliant, because it gets him caught up in being briliant rather than leraning. Self esteem needs to bebased in something real. Better to say “you worked really hard” (if they did), rather than “you are so smart”.
- Opportunity for real competence
Having children do a lot of different activities for exposureis not going to help as much as programs where children have a real chance for competence, as opposed to just exposure. Competence in a valued area adds to self-complexity.
- Competition
While it is true that a lot of competition can lower self-esteem, it is often a barometric effect. The temporary loss ofself- esteem (barometric) can be due to anxiety. Also, if competence in the activity were very central to the person’s self- esteem, then a loss is objective information that runs against a valued component of one’s self-system.
- Social support
Social support is important to people’s self- esteem. Having a group of people who support and valuethe person can increase self- esteem in those who don’t already have this in their lives.
- Positive behavior management
Punishment, guilt, and the logical consequences of one’s actions all take control away from a person’s control. Create a behavior management system that alters behavior without taking control away from this camper
citratepy 