scholarly journals MENTAL ACTS OF MATHEMATICALLY GIFTED STUDENTS WHEN SOLVING FRACTIONS PROBLEMS

2021 ◽  
Vol 3 (1) ◽  
pp. 16-27
Author(s):  
Trisno Ikhwanudin
Keyword(s):  
Student Teachers ◽  
Junior High School ◽  
Gifted Students ◽  
Gifted Student ◽  
Research Approach ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Teachers And Students ◽  
Special Learning Needs ◽  
Mental Acts

In the classroom, we will find various types of students with their special learning needs. One group of learners who have different learning needs are gifted students. The paper will focus on the study of mathematically gifted students. This research aims to obtain a description of the mathematically gifted students’ mental acts when solving fractions problems. The respondents were two students of the 7th graders in junior high school, in the West Java Province, Indonesia. The research approach was qualitative. The data were collected through paper and pencil measure, observation, and interview. The data were analyzed by grounded theory with coding and constant comparison. The results show four types of mental acts, those are interpreting, explaining, problem-solving, and inferring. The results of this study can be made as one of didactic anticipation when teachers teach the concept of fractions to the mathematically gifted student. These findings are significant to be considered by the teacher when teaching the mathematically gifted student. Teachers should anticipate how students think when they teach gifted students. So that teachers and students can achieve optimal learning outcomes.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

2009 ◽  
Vol 25 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Deborah L. Rooks ◽  
C. June Maker
Keyword(s):  
Visually Impaired ◽  
Inquiry Learning ◽  
Visual Impairments ◽  
Gifted Students ◽  
Natural World ◽  
Gifted Student ◽  
Gifted Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

ICT in the Classroom

2013 ◽  
pp. 1-9
Author(s):  
Floriana Falcinelli ◽  
Chiara Laici
Keyword(s):  
Technological Innovation ◽  
Junior High School ◽  
New Technologies ◽  
Strong Support ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Student Centered ◽  
Teachers And Students ◽  
School Day

This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “[email protected]” project and were involved in the PoliCultura&Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.

ICT in the Classroom

2013 ◽  
pp. 48-56
Author(s):  
Floriana Falcinelli ◽  
Chiara Laici
Keyword(s):  
Technological Innovation ◽  
Junior High School ◽  
New Technologies ◽  
Strong Support ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Student Centered ◽  
Teachers And Students ◽  
School Day

This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “[email protected]” project and were involved in the PoliCultura&Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.

scholarly journals Namādhiju Ta’līmi al-Lughah al-‘Arabiyah ‘alā Ḍaw’i al-Dhakā’āt al-Muta’addidah Lada al-Ṯalabah al-Mawhūbīn fī Madrasah Malik Ibrāhīm al-Mutawassiṯah Bikirsīk

2020 ◽  
Vol 3 (1) ◽  
pp. 30-50
Author(s):  
Saiul Anah ◽  
Yusuf Arisandi
Keyword(s):  
High School ◽  
Multiple Intelligences ◽  
Junior High School ◽  
Junior High ◽  
Gifted Students ◽  
Learning Model ◽  
Gifted Student ◽  
Learning Activity ◽  
Multiple Model ◽  
Learning Models

There are three objectives of this research: 1) to identify the the multiple intelligences learning models of Arabic learning for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto, 2) to analyze the techniques of multiple intelligences learning models of Arabic learning for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto, and 3) to describe the benefits of Multiple Intelligences in learning Arabic for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto. The researcher applied a qualitative approach namely case study method. The data was taken from recording observation and interview and was analyzed by using interactive model analysis. The substantive findings from this study were: (a) the multiple intelligences learning models of arabic learning for smart and gifted student at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto were multiple model and interdisiplinary towards the development of learning activities. 2) The techniques of Multiple Intelligences in learning Arabic were: a) Question and Answer technique. There were two varieties of discussion: closing question (a-one-possible-answer question) and opening question(a-many-possible-answer question). b). Speech Tehnique. Speech tehnique is weekly interdisiplinary learning activity which requires the student to deliver a speech with a theme based on their arabic book. c). Discussion Tehnique 3) Multiple Intelligences had some benefits for every learning model; there were motivation, customisation learning and easy for learning activity. The formal research findings showed that multiple-intelligence learning model brings impacts on the students’ motivation dan characters based on their intelligence.   Keywords: learning models, multiple intelligences, gifted students

Effects of Academic Ability and Gender on Career Development

1990 ◽  
Vol 13 (2) ◽  
pp. 168-175 ◽  
Author(s):  
Kevin R. Kelly ◽  
Nicholas Colangelo
Keyword(s):  
Career Development ◽  
Career Maturity ◽  
Gifted Students ◽  
Academic Ability ◽  
Learning Needs ◽  
Male And Female ◽  
And Gender ◽  
Special Learning Needs ◽  
Positive Effect ◽  
Maturity Groups

This investigation explored the effects of academic ability and gender on career maturity. Groups of gifted, regular curriculum, and special learning needs students were compared. Level of academic ability appeared to exert a strong positive effect on career maturity. Although gender differences were anticipated, the scores for male and female groups were almost equal. The results are discussed within the context of clarifying the career development needs of gifted students.

Special Learners

1986 ◽  
Vol 33 (6) ◽  
pp. 38-41
Author(s):  
Carol A. Thornton ◽  
Barbara Wilmot
Keyword(s):  
Mathematics Instruction ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Special Learning Needs

Children with special learning needs fall into two distinctly different group—the learning handicapped and the mathematically gifted. In this article consideration is given to the important role of manipulatives in mathematics instruction for each of these group of students.

scholarly journals Pembelajaran Tarikh Berbasis Kearifan Lokal Pada Kelas IX di SMP Muhammadiyah 3 Yogyakarta

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Lussita Jeni Nindika ◽  
Fajar Rachmadhani
Keyword(s):  
Junior High School ◽  
Student Motivation ◽  
Learning Activities ◽  
Research Approach ◽  
Analysis Techniques ◽  
Inhibiting Factors ◽  
History Learning ◽  
Teachers And Students ◽  
Field Notes ◽  
Special Region

This study aims to analyze: (1) the implementation of Tarikh (history) learning based on local wisdom, (2) the supporting and inhibiting factors of Tarikh learning based on local wisdom in Class IX at SMP (Junior High School) Muhammadiyah 3 Yogyakarta The type of this research approach is a descriptive qualitative approach. The subjects of this research were the activities of teachers and students during the Tarikh learning process. The object of this research was local wisdom in Tarikh learning method in Class IX at SMP Muhammadiyah 3 Yogyakarta. Data were obtained through observation of learning activities, interviews, field notes, and documentation in the form of pictures of learning activities. Data analysis techniques included the stages of data reduction, data presentation, and conclusion. The validity of the data was obtained through triangulation. The results of this study indicate things as follows: (1) the implementation of Tarikh learning in Class IX at SMP Muhammadiyah 3 Yogyakarta is in accordance with the local wisdom of the Special Region of Yogyakarta, (2) the supporting factors for the implementation of Tarikh learning based on local wisdom in Class IX at SMP Muhammadiyah 3 Yogyakarta are adequate learning facility and students’ awareness of the importance of preserving history and culture, while the inhibiting factors for implementing Tarikh learning based on local wisdom in Class IX at SMP Muhammadiyah 3 Yogyakarta are classroom atmosphere, the number of subject matter, and the lack of student motivation.

Development of SETS E-Module Integrated with POE Model for Science Learning

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Insih Wilujeng ◽  
Tri Suci Yolanda Putri
Keyword(s):  
Junior High School ◽  
Science Learning ◽  
Design Development ◽  
Feasibility Assessment ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
The Subject ◽  
Analysis Design ◽  
Addie Model ◽  
Readability Assessment

This research developed Science, Environment, Technology, Society (SETS) e-module integrated with predict, observe, explain (POE) model on the subject matter of Earth Layer and Its Dynamics for grade VII students. This study aimed to reveal i) the feasibility of the developed e-module for grade VII students, and ii) the practicality of the developed e-module and its dynamics. This is a developmental research adopting the ADDIE model consisting of five stages, i.e.: analysis, design, development, implementation, and evaluation. The subject of the limited test consisted of 15 students of grade VIII.G of Public Junior High School 8 Yogyakarta. The data were collected using a product feasibility assessment sheet for material and media experts, a product practicality assessment sheet for teachers, and a product readability assessment sheet for students. The results show that the developed e-module was feasible to be used according to the material and media experts and the developed e-module is practical according to teachers and students.

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