Institute for Student Achievement

The extent to which an intervention is perceived as sociallyvalid significantly influences whether the intervention is selected,implemented, and maintained (Kern & Manz, 2004). Social-Emotional-Behavioral(SEB) interventions and evidence-based practices (EBPs) are often ranked with low socialvalidity by adolescents (McCoy et al., 2016). Interventionsdelivered through virtual reality (VR) report increased social validity withthis population due to life-like features improving motivation and engagement (Hew & Cheung, 2010; Mikropoulos& Natsis, 2011). Despite evidence on thepositive feelings, there is limited research on the effectiveness of VR-delivered instruction for building SEB competence in students. This study utilized a randomized control trial (RCT) toinvestigate the social validity ratings (i.e., acceptability, appropriateness,and feasibility) of middle school students using a VR-based social skillintervention, Virtual reality Opportunities to Integrate Social Skills (VOISS),compared to an evidence-based intervention, the Program for the Education andEnrichment of Relational Skills (PEERS). Participants within ten classrooms infour states were randomly assigned to VOISS (N=60) and PEERS (N=60). In bothconditions, participants experienced an estimated 300 minutes of theintervention spread out over two to four months. All participants were given anadapted Children’s Intervention Rating Profile (CIRP), the InterventionAppropriateness Measure (IAM) and the Feasibility of Intervention Measure (FIM)to determine their ratings of each intervention’s acceptability, feasibility,and appropriateness. Resultsindicate that a VR intervention (VOISS) has the potential to provide aneffective and socially valid means of delivering social communicationinstruction to middle school students. 

Pendidikan pada dasarnya adalah usaha sadar untuk menumbuh kembangkan potensi sumber daya manusia dengan cara mendorong dan memfasilitasi kegiatan belajar. Belajar adalah aktivitas terstruktur yang dilakukan seseorang untuk memperoleh pengetahuan. Pemerintah melalui PERMENDIKNAS nomor 71 tahun 2013 mengenai Struktur Kurikulum menjelaskan bahwa Kurikulum 2013 bertujuan untuk mempersiapkan manusia Indonesia agar memiliki kemampuan hidup sebagai pribadi dan warga negara yang beriman, produktif, kreatif,inovatif, dan afektif serta mampu berkontribusi pada kehidupan bermasyarakat, berbangsa, bernegara, dan peradaban dunia. Pada pendidikan sekolah menengah atas, faktor academic achievement sangat diperhitungkan pada penilaian akhir dari seorang siswa. Di kota Padang sekolah-sekolah yang mempunyai popularitas yang cukup tinggi (dalam hal prestasi akademik atau pun non akademik) sangat konsisten pada penilaian prestasi academic achievement. Atas dasar permasalahan yang di temukan di SMA N 9 Padang. Diketahui bahwa pengaruh Emosional terhadap Locus Of Control sangat berpengaruh signifikan. Oleh karena itu peneliti mencoba untuk menganalisis bagaimana satu variabel atau lebih berpengaruh terhadap variabel lain. Penelitian ini menggunakan pendekatan kuantitatif dengan metode random sampling . Sampel pada penelitian ini adalah siswa kelas X, XI, dan XII yang berjumlah 100 orang.

Penelitian ini dilatarbelakangi oleh masih kurangnya hasil belajar Ilmu Pengetahuan Sosial (IPS) siswa, atas dasar itulah tujuan penelitian ini untuk meningkatkan hasil belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) di kelas IV SDN Majalengka Kulon I Kecamatan Majalengka Kabupaten Majalengka melalui penerapan model pembelajaran kooperatif tipe Student Teams Achievement Divisions . Penelitian ini merupakan penelitian tindakan kelas model Kemmis dan Mc. Taggart. Subjek penelitian adalah siswa kelas IV SDN Majalengka Kulon I Kecamatan Majalengka Kabupaten Majalengka sebanyak 20 siswa yang terdiri dari 10 siswa laki-laki dan 10 siswa perempuan. Teknik yang digunakan dalam pengumpulan data adalah tes, observasi dan dokumentasi. Data yang diperoleh berupa hasil tes sebagai data primer dan hasil observasi serta dokumentasi sebagai data pendukung. Teknik analisis data yang digunakan adalah teknik analisis deskripsi kuantitatif dan kualitatif. Penelitian dilaksanakan dalam 2 siklus yang masing-masing siklus terdiri dari satu tindakan. Hasil penelitian menunjukan bahwa penerapan model pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) dapat meningkatkan hasil belajar siswa pada mata pelajaran IPS di kelas IV SDN Majalengka Kulon I Kecamatan Majalengka Kabupaten Majalengka. Hal ini ditunjukan dengan adanya peningkatan nilai sebelum diberikan tindakan hingga siklu II. Nilai rata-rata diperoleh sebelum tindakan mencapai 68,35 dengan persentase ketuntasan belajar sebesar 30%. Pada siklus I rata-rata nilai mencapai 78,5 dengan persentase ketuntasan sebesar 65%. Kemudian pada siklus II rata-rata nilai mencapai 87,25 dengan persentase ketuntasan 90%. Berdasarkan data tersebut dapat disimpulkan bahwa penerapan model pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) dapat meningkatkan hasil belajar IPS pada kelas IV SDN Majalengka Kulon I Kecamatan Majalengka Kabupaten Majalengka Tahun Ajaran 2017-2018. Kata Kunci : Hasil Belajar Siswa, Pembelajaran IPS, Model Kooperatif tipe Student Teams Achievement Divisions .

Penelitian ini bertujuan untuk mengetahui cara meningkatkan hasil belajar siswa pada materi bangun datar segiempat dan segitiga. Jenis penelitian yang dilaksanakan adalah Penelitian Tindakan Kelas (PTK) dengan teknik pengumpulan data melalui tes hasil belajar. Subyek dalam penelitian ini adalah siswa kelas VII C SMP Negeri 11 Kota Bengkulu. Hasil penelitian ini menunjukkan bahwa penerapan pembelajaran kooperatif tipe STAD dapat meningkatkan hasil belajar siswa. Hasil belajar dapat ditingkatkan dengan cara membuat pertanyaan-pertanyaan yang lebih sederhana pada LKPD, memberikan penjelasan singkat tentang istilah-istilah yang belum dipahami siswa, memberikan motivasi dan apersepsi, serta memberikan penghargaan kepada kelompok terbaik. Peningkatan hasil belajar siswa dapat dilihat dari peningkatan nilai rata-rata siswa dari siklus I hingga siklus III yaitu : 72,82; 81,24, 83,88 dengan presentase ketuntasan belajar klasikal dari siklus I hingga siklus III yaitu: 55,88%; 70,59%; 82,35%.

Abstract This article describes the findings of studies conducted on a large-scale, classroom-based performance assessment of literacy for the early grades designed to provide information that is useful for reporting, as well as teaching. Technical studies found the assessment to be a promising instrument that is reliable and valid. Follow-up studies of the assessment's use point to its positive impact on teachers' practice and on school and district policies. The studies' findings suggest that classroom-based performance assessment can be a viable accountability, as well as instructional, tool, capturing a range of students' abilities in a range of formats, and that use of such an assessment has the potential to enhance teachers' knowledge about literacy and their abilities to effectively support students' learning.

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.

This study examined the first-grade reading progress of children who participated in an intensive beginning reading intervention in kindergarten. Specifically, the study investigated whether kindergarten intervention could prevent first-grade reading difficulties, or produce an "inoculation" effect, for some children under certain instructional conditions. Participants included children at risk for developing reading difficulties who received a 7-month beginning reading intervention in kindergarten. In October of first grade, 59 children who had achieved criterion levels on measures of phonological awareness and alphabetic knowledge were randomly assigned to one of two types of first-grade reading instruction: (a) code-based classroom instruction and a supplemental maintenance intervention, or (b) only code-based classroom instruction. February posttest measures assessed oral reading fluency, word reading, nonword reading, and comprehension. Between-group analyses indicated that instructional groups did not differ on any posttest measure. The students' absolute levels of achievement were compared to national and local normative samples. These results indicated that between 75% and 100% of students in both conditions attained posttest levels and demonstrated growth comparable to their average-achieving peers. These results support the hypothesis that strong responders to kindergarten intervention can experience an inoculation effect through the middle of first grade with research-validated classroom reading instruction.

Abstract The author's reflections on personal diary entries describe everyday struggles, concerns, and issues that confront adult education consultants.