On the final project teaching assessment, I do with my group. My group is Rijal, Suhirno, and Wijayanto. In the final project, we must make test item and try out to elementary school student. After we make test item we do try out in SD Bringin. This school have 27 students. After that we must do the test item analyze with microsoft excel and SPSS. and the last we must presented analyzing result in front of the class.
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Today we learn about microsoft excel. This topic still connect with SPSS. Before we use SPSS to do test item analyze, we can try to use microsoft excel. But I think using microsoft excel is more dificult than use SPSS.
Last week we have learn about SPSS, today we learn about test item analyze. This topic tells about how we analyzed test item. In the analyze test item, we have some chriteria such as how to know validity and reability. However this materials is very important for us as to be a teacher.
SPSS is one program to make analyzing something. And as a teacher this program is very important because we must analyzing questions for validity the questions. In this lesson we introduced how to use SPSS. I think is very complicated because we must knows the program. But I’m enjoy about the lesson.
For the final project psychology of education, we must do the observation in the school.
I do the observation in SD Negeri 06 Salatiga. My mother is teacher in that school too. I do the observation in grade 5 in social science subject. The teacher name is Mr. Giman. He is good man and humoris. However he loves his students very much.
First I join with this class I feel enjoy because the students in this class is friendly. I join the class in the morning when social science class. As usual we start the class with pray together. The material that day is about “appreciate the struggle of national hero”. Mr. Giman start the lesson, he start with tells the story about the struggle of national hero in maintaining Indonesia and important moment of the struggle to prepare the independence. At that time, Mr. Giman use speech method to tells the story, he tells the story almost ten minutes. He tells the story with the picture. In my opinion, I agree with what Mr. Giman do, because I think this materials is match with the method used and the students look enjoy when Mr. Giman tells the story.
After Mr. Giman finish with the story, he divide them into the group. The group consists of four students and he gave each group a national hero picture. And then each group discuss about the national hero. After that, one by one group presents the discussion results. And Mr. Giman give the explain about the topic.
After I do the observation, I must make lesson plan and paper.
Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.
The Pygmalion Effect and Self-Fulfilling Prophecy (The Secret) – Refer to situations where once an expectation is set, even if it is not true, some of us will act in ways that are consistent with that expectation. The expectation then becomes true.
We act out who we think we are and not who we truly are.
An example might be a student with low confidence or low self-esteem constantly telling them self that ‘I am useless’, ‘I am unintelligent’ or ‘I am a failure’. The outcome will mirror the false beliefs or false expectations. He or she will never achieve anything especially getting good grades at school.
Multiple Intelligences by Howard Gardner.
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
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 is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Memory is generally defined as the processes of encoding, storing and retrieving information. These three processes interact with different memory systems. The memory systems that appear to be most important in the educational area are short-term memory, working memory and long-term memory. Memory is thought to begin with the encoding or converting of information into a form that can be stored by the brain. This encoding process is also referred to as registering information in memory. The memory systems that are involved in the encoding or registration of information in memory are sensory memory and short-term memory.
- Sensory Memory
Information which first comes to us through our senses is stored for a very short period of time within thesensory register. Simply put, the sensory register is associated with our five senses – seeing (visual), hearing (auditory), doing (kinesthetic), feeling (tactile) and smelling (olfactory). However, the sensory buffers that have received the most attention in the research literature are the visual and auditory sensory registers. - Short-term Memory
Most of the information that enters into our sensory registers is not processed further. The information that will be processed further is that which we pay attention to; thus attention is thought to regulate the flow of information from the sensory registers to short-term memory (Gaddes & Edgell, 1994).
There are six stages of moral development from Kohlberg :
Stage 1. Obedience and Punishment Orientation
child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey.
Stage 2. Individualism and Exchange
At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints.
Stage 3. Good Interpersonal Relationships
At this stage children–who are by now usually entering their teens–see morality as more than simple deals.
Stage 4. Maintaining the Social Order
At stage 4, in contrast, the respondent becomes more broadly concerned with society as a whole.
Stage 5. Social Contract and Individual Rights
At stage 5, people begin to ask, “What makes for a good society?” They begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold.
Stage 6: Universal Principles
Thus, Kohlberg believes that there must be a higher stage–stage 6–which defines the principles by which we achieve justice.
epafroditusrindanto 