The low student mathematics learning outcomes are caused by less innovative learning media and a lack of connection between learning material and real life contexts. Based on this, research was conducted which aimed to improve the mathematics learning outcomes of class VIII students after implementing the problem based learning model. This research is classroom action research carried out in two cycles. Each cycle has four stages, namely: planning, implementation, observation and reflection. The subjects of this research were 21 class VIIIa students, consisting of 11 men and 10 women. The object of the research is students' mathematics learning outcomes, data analyzed using descriptive statistics. The research results show that the problem basic learning model can improve mathematics learning outcomes for class VIIIa. This is known from the pre-cycle student learning results with an average result of 71.09 and learning completeness of 30% in the low category. In cycle one, the average score was 75.20 and learning completeness was 54%, which was in the sufficient category. The research continued in cycle II and obtained an average score of 82.11 and learning completeness of 95% which was in the high category and had met the success indicator criteria. So, it can be concluded that the application of the problem based learning model can improve student learning outcomes. ABSTRAKRendahnya hasil belajar matematika siswa disebabkan oleh media pembelajaran yang kurang inovatif dan kurangnya keterkaitan antara materi pembelajaran dan kontek kehidupan nyata. Berdasarkan hal tersebut, maka diadakan penelitian yang bertujuan untuk meningkatkan hasil belajar matematika siswa kelas VIII setelah penerapan model pembelajaran problem based learning. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus memiliki empat tahapan yaitu : perencanaan, pelaksanaan, observasi dan repleksi. Subjek penelitian ini adalah siswa kelas VIIIa yang berjumlah 21 orang, terdiri atas 11 laki – laki dan 10 perempuan. Objek penelitian adalah hasil belajar matematika siswa data dianalisis menggunakan statistic deskripsiptif. Hasil penelitian menunjukan bahwa model pembelajaran problem basic learning dapat meningkatkan hasil belajar matematika kelas VIIIa. Hal ini diketahui dari hasil belajar siswa pra siklus dengan hasil rata rata 71,09 dan ketuntasan belajar 30% beada pada kategori rendah. Pada siklus satu dengan nilai rata rata 75,20 dan ketuntasan belajar 54 % yang berada pada kategori cukup. Penelitian dilanjutkan pada siklus II dan memperoleh nilai rata rata 82,11 serta ketuntasan belajar 95 % yang berada pada kategori tinggi dan sudah memenuhi kriteria indicator keberhasilan. Jadi, dapat disimpulkan bahwa penerapan model pembelajaran problem based learning dapat meningkatkan hasil belajar siswa.
Examining the evaluation process and the items used to evaluate students is crucial. For student evaluations, teachers are either staying with more traditional methods that need significantly less commitment than present methods, or they are adopting more modern alternatives. The purpose of this research is to find out whether and how Kosovo's student teaching content is evaluated. Thus, the study focuses on identifying various types of test designs that are employed to determine their effectiveness. The goal of this study is to improve teaching and learning by offering reliable information on evaluation. The results display that most teachers are trained to use summative methods, and occasionally formative methods are implemented. The information gathered also reveals that the application of particular strategies by teachers is significantly influenced by their age, length of service, and attendance at training. The results show that older teachers tend to use summative assessments. whereas younger educators use formative strategies.
As a result of globalization, people are faced with large and rapid changes, but also with challenges for which they are not prepared and the reactions to these changes are often not at all in the interest of well-being and development. Today, educators face major challenges despite the various educational reforms and substantial research undertaken over the past decades. At the same time, rapid technological advances and increasing complexities in social life may make it difficult to emphasize morals, values, and ethics and present them through improved curriculum and teaching practices. The emphasis in this paper will be placed on the teacher who, as an ethical model, has a significant influence on the development of students. Teachers play a decisive role in the cultivation of moral values and ethical behavior of students in schools. Through the model of their behavior, teachers influence the formation of perceptions and internalization of students' moral values, encouraging and promoting a sense of ethical responsibility and orienting the decision-making processes. Character, ethical, and moral behavior of teachers, remain an example in the development of students' talent, emotional intelligence, instructions in ethical decision-making, fostering the development of a moral culture, encouraging self-reflection, nurturing a sense of responsibility, integrating traditional and contemporary learning, encouraging critical thinking, and providing mentoring and support. Also, the effects of moral and ethical education are long-term, which are reflected not only in interpersonal and social relations, and impact in the community, but are also clearly reflected in the motivation to study, the encouragement of the development of talents, but also in the inheritance of these values in other generations.
Foreign language teachers must select vocabulary carefully to ensure that high quality items are included and provide varied opportunities for practice. Teachers should pay the most prudent attention in organization of lexis for the classroom as to offer as wide a range of practice ideas in order to facilitateeffective learning. Acquiring a large, coloured and nuanced vocabulary knowledge does not imply simply studying a list of words alongside with dictionary definitions. Language diversity implies great possibilities of lexical choice as means of enhancing the effectiveness and accuracy of speech. Modern foreign languages teaching methods should aim at building a broad, deep, rich and flexible vocabulary corpus of words. Grouping of words is based upon similarities and contrasts. Every language has in its lexicon a variety of words, kindred in meaning, but distinct in morphemic composition and usage, ensuring the expression of the most delicate and somehow hidden shades of human perception, thought, feeling and imagination. The use of synonyms and antonyms is a quick and effective way of explaining unknown words and teachers can resort to them as means of describing words’ meanings.
Emojis are employed to enhance communication in the digital age on the daily. And the digital-natives, the Gen-Zers, seem to be particularly creative when it comes to their use. Recognizing this, this qualitative study examines the evolving use of one particular emoji – the skull emoji, as a tone tag within Gen-Z internet slang. By analyzing various examples from different social media platforms, the paper highlights how this emoji, beyond its conventional representation of death, has been repurposed by this generation of speakers to denote laughter or embarrassment. The study further argues that the modern use of the skull emoji serves a dual function: it not only signifies humor/awkwardness but also acts as a tool to separate text, thereby being used as a makeshift punctuation mark.
