High schools

From the elucidations before, it can be concluded that History in high schools has, in some extent, potential as the means in civilizing Multicultural idealism in daily life of Indonesian society. Themes such as the integration of social, cultural acculturation, social community, human rights, democracy, conflicts, and Jurisprudence are the widely discussed themes in the Indonesian history in high school and it is very beneficial for the sake of multiculturalism existence in Indonesia

In presenting the materials, the teacher should make the teaching preparation in order to reach the learning objectives. A good teaching preparation must consist of some aspects, namely; (a) an analysis of an effective and ineffective week; (b) annual program, (c) semester program, and (d) lesson plan which is divided into three points, namely pre-activities, whilst-activities, and post-activities as described by the researcher in chapter II (see page; 15-16). The teaching preparations used by the English teachers in some private Junior High Schools are shown in the table 4.3 below;

This study was based on the current growing trend of implementing e-learning in high schools. Most endeavors have been inefficient, rendering an objective of determining the initial steps that could be taken to improve these efforts by assessing a student population's computer skill levels and performances in an IT course. Demographic factors were also taken into account while formulating these recommendations. Basic computer skill levels were measured through the administration of the Technical Survival Skill Test (TSST) questionnaire, developed by the University of Toronto. Academic performances were evaluated through several assignments designed by the IT course instructors. The main result of this study indicated that computer skill levels did have a direct correlation with a student’s academic performance level. The database was further parsed based on demographical factors, resulting in a set of recommendations to enhance the effectiveness of e-learning.

The result of the study showed that English summative tests at the odd semester at SMPN 12 South Tangerang have attained 33.3%. It means that the result of summative test at the odd semester of SMPN 12 South Tangerang is categorized into “Insufficient” level of a content validity in contructing English summative test. SMP UTAMA have attained 20%. It means SMP UTAMA is categorized into “Poo r ” level of a content validity. However, 20% of the question items that confirmed to English syllabus at SMP IT MADANI 8. It showed that SMP IT MADANI 8 is included into “Poor” level of a Content Validity. Therefore, the writer conclude that three junior high schools in South Tangerang that have accredited A, B, and has not acredited yet still had not attained a good validity because English summative test had not represent all the indicators.

The research aimed to find out the religious education services in schools to students based on their respective religions, as indicated by the availability of religious teachers according to the religion of the students, the availability of religious learning facilities, and the capacity of learning services organized by the teachers of religious education. The study conducted in 2016, using survey methods at 34 provincial capitals in Indonesia. The study population was senior high schools and vocational senior high schools. The sample selected by proportional random sampling technique, by calculating the representation of vocational schools and non-vocational ones, and also public and private status proportionally. The data collecting instrument used questionnaires. Technique of collecting data by using surveyor those who were supervisor at each region. They were given coached first before perrformed the task, andthen undertaken spotcheck to school targeted by the researchers. The results showed that the number of religious education services nationally included in the high category, which was 7.8 point. The score was an aggregation of the availability of religious teachers, the availability of religious instructional means, and the capacity of religious teachers in serving studets on religious activities and learning in schools.

First of all I would like to devote his greatest thankfulness to The Almighty Allah SWT, He is The Most Gracious and The Most Merciful for His blessing, guidance, strength, health and His favor which have been given so that I could finally finish this thesis entitled: Analyzing of Students’ Misconceptions on Acid-Base Chemistry at Senior High Schools in Medan.

consist of identification, exploration, contextual, pedagogical realization, and physical production. Identification was regarded by the writer to create the creation reading materials based on the eighth grade students of junior high schools’ needs. Exploration was for determining suitable texts of Descriptive, Recount and Narrative which are based on the syllabus for the eighth grade students of the school. Using Exploration, the relation of the moral aspect to the texts was also watched by the writer. Suitable ideas, contexts or texts with which to work were called Contextual Realization. Pedagogical Realisation of materials could be principled for creating appropriate exercises and activities and the writing of appropriate instruction for use. Physical Production of the materials was to consider the layout, size, visuals, reproduction, tape length etc.

In the name of Allah, the most gracious and the most merciful whom he would like to express his sincere gratitude, Allah the almighty who has given his blessing health, strength and patience in the process of completing this thesis in the title the implementation of bilingual education programs at junior high schools as a partial fulfillment of the requirement for the Degree of Magister Humaniora at the Postgraduate of English Applied Linguistics Program, State University of Medan.

I hereby declare that this thesis entitled “ The influence of student engagement and teachers’ performance to students’ satisfaction in public senior high schools in Bandung (Indonesia) ”, a descriptive study at the public senior high schools in Bandung , Indonesia, iswhollythe product of my own work in all its contents. With all responsibility, I did not do plagiarism or any academic copyright violation which is not in conformity with the ethics of educational research. Therefore, I confirm that I will be ready to respond to any risk that can be imposed on me if later there will be any violation of educational research ethics in this work.

An emerging consensus exists in the school reform literatureabout what conditions contribute to student satisfaction. This among many variables includes student engagement and teachers’ performance. Satisfied students are more likely to be committed and continue their studies (as measured by a higher retention rate) than unsatisfied students, who are likely to be less willing to regularly attend classes, and are more likely to quit their studies. However, some students report that they are not satisfied at school and they do not find schooling enjoyable and interesting at senior high schools. In response to this problem I intent or propose to carry out a research to investigate on the most important independent variables namely, student engagement and teachers’ performance for students’ satisfaction. Teachers’ performance will includ e the use of ICT in the process of learning.

First of all I would like to devote her greatest thankfulness to The Almighty Allah SWT is The Most Gracious and The Most Merciful for His blessing, guidance, strength, health, and His favor which have been given so that I could finally finish this thesis entitled: Analyzing of Students’ Misconceptions on Buffer Solution at Senior High Schools in Medan.

This study investigated the culture representation of two prescribed English textbooks suggested by the Indonesian Curriculum and Publishing Centre (Puskurbuk) used in high schools in Indonesia. Its aim was to investigate whether the representation of culture supported the main goal of English as a Foreign Language (EFL) teaching, which is intercultural communicative competence (ICC). For this purpose, culture was classified as source, target, and international target culture (Cortazzi & Jin, 1990). A classification on the level of ICC was also conducted to these textbooks. It was found that the prescribed English textbooks portrayed the culture of local (Indonesia), the culture of target countries (American and British), and the culture of other international countries in a quantitatively similar portion. However, qualitatively, the presented culture tended to be artificial instead of substantial. Comparison and contrast among cultures were not found, therefore, intercultural competence was not achieved.

Lots of scholars emphasize that education is the best way which leads a country to betterment. It is quoted from Nelson Mandela that ‘education is the most powerful weapon which you can use to change the world’ thus it is also noteworthy for poverty eradication and employability improvement. Following this, Indonesia Ministry of Education and Culture from 2004 keeps increasing the number of vocational high schools (VHSs) in many provinces. Though in 2012 the ratio of vocational high schools to senior high schools was still 47:53, the government attempts VHSs could reach 55% in 2015. This decision is fairly reasonable after evaluating the rising number of the unemployment rate for senior high school graduates which rises up to 1.841.545 (BPS, 2013). For the unemployment rate always affects a nation’s economic sustainability, the graduates of VHSs are highly expected to be professional employees regionally, nationally, and not to mention globally.

In essence, the success in the learning process is not only determined by the accuracy of teachers in choosing the method used, the independence of students in their learning also has a very large role. Independent learning does not mean learning alone but learning that relies on the activities and responsibilities of the student to achieve learning success. Independence of the student in question is the attitude of students to not depend on others for every problem facing learning. Students are required to be able to resolve an issue with the ability to learn and their own efforts so that students with high self-reliance can obtain better performance.

The first phase of this two-year study aims at describing the teachers’ awareness to include culture in the teaching and learning process, what cultural aspects are included in the English textbooks used in a number of schools in the Province of DIY and how the cultural elements are inserted in the books. The research data were obtained through a focus group discussion (FGD) attended by 20 English teachers from 5 regencies in the Province of DIY and from 7 English textbooks used by these teachers. The data from the FGD were analyzed using qualitative data analysis, while the books were discerned using content analysis. The results of the analyses show (1) the teachers have inserted cultural elements in their teaching and learning process, following the explicit and implicit modes of insertion used in the textbooks; (2) the cultural elements in the books consist of knowledge, behaviors, and artifacts; and (3) there are 409 western cultural elements and 739 Indonesian ones, but they are not followed by adequate explanations to anticipate confusion and misunderstanding.

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2. The percentage of student’s misconception SMAN 1 North Rantau 22.48 %, SMAN 2 North Rantau 35.7 %, SMAN 3 North Rantau 19.42 %, SMAN 1 South Rantau 34.45 %, and SMA Swasta Kemala Bayangkara 27.22 % and the average of senior high school students in Labuhanbatu has misconception about atomic structure about 34.38 %.

presentation in Table 4.2 can be seen that the total number of positive scale is respectively 78 and 56 and both of which are subtracted by the total number of both negative scale namely disagree and strongly disagree namely -22 and -8. This item, then show the total number 104 or 0. 84 which is higher that the previous component which has only 0. 05. It means that the level of student’s contentedness is higher than classroom situation showing the costiveness so we can say that teaching aids and facilities is enough, but the data interview presents that teaching aids and facilities however should be considered. It deals with the interview data shows in Participant 2/ A-19, A-22 and A-23 which respectively word such as “…the students do not have a guided book…” “…maybe, the total of books is limited. It is probably only for the teacher…” when the participant is asked the questionerr – the teacher uses the facilities such as book, dictionary, visual aids, so on (Q-01). This description is so concerned when we compare with other schools outside Indonesia, where the students are lent by the schools some books. Dealing with data interview quoted from Participant 2/ A-57 and Participant 5/ A-25 below, a description teaching aids and facilities hoped by the students can be described.

This research was intended to describe the types and the ways how Theme and Rheme are used in Reading Text of Senior High School’s National Examination . This research was conducted by using descriptive qualitative method. The data were collected from thirteen different reading texts that consisted in English National Examination of Senior High School 2014 for science student program. The Findings indicate that structural theme is the most dominant elements of textual theme used, because there are so many compound clauses that combined together in which conjunction and wh-questions used. There are more unmarked theme in whole text rather than marked theme. It means that most of clauses are started by word or phrase that has function as a subject. This finding also shows that ideational theme is the dominant theme that used in whole reading text. It means that the text mostly give much information, it can be seen that almost of the clauses are declarative clauses.

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