This qualitative study contributes to new knowledge with Kuwaiti, Arabic and Muslim culturally relevant perspectives on information literacy. The quantitative results informed the development of the main qualitative in-depth interview questions. A SurveyMonkey online questionnaire was created for this purpose, to which 178 out of 380 intermediate school librarians responded. Although the study predominantly uses a qualitative approach, it also draws upon a small preliminary quantitative study. Semi-structured interviews were used to collect in-depth narratives of 12 participants (8 librarians and 4 supervisors) from Kuwait’s government intermediate schools. Thematic analysis was used to understand and interpret librarians’ understandings, practices, barriers and drivers of information literacy in schools. Through a constructivist lens this qualitative study explores the perspectives and practices of school librarians regarding information literacy in Kuwait. Dengan demikian dapat disimpulkan bahwa terdapat hubungan yang signifikan antara kebiasaan siswa mencatat dan kemampuan menulis siswa pada tingkat SMA. Jadi hipotesis dalam penelitian ini diterima Apakah ada hubungan antara kebiasaan siswa mencatat dengan kemampuan menulisnya di SMA?. Diketahui r-hitung lebih besar dari r-table dengan taraf signifikan 5% (0,358>0,344) yang berarti Ha diterima dan Ho ditolak. Sedangkan uji signifikan 5% sebesar 0.344. Hasil penelitian ini menunjukan bahwa r-hitung = 0.358 dengan interpretasi r 0.20 - 0.39 sehingga tingkat hubungan antara dua variabel di kategori Low Correlation. Teknik analisis data dilakukan dengan perhitungan statistik Pearson Product Moment Correlation. Instrument penelitian berupa lembaran angket untuk mengukur kebiasaan siswa mencatat dan tes menulis teks deskripsi untuk mengukur kemampuan menulis siswa. Dalam penentuan sampel, peneliti menggunakan teknik Cluster Random Sampling. Sampel penelitian ini kelas XI yaitu 1 kelas yang berjumlah 33 siswa. Jenis penelitian ini adalah penelitian kuantitatif korelasional. Penelitian ini bertujuan untuk mengetahui hubungan antara kebiasaan siswa mencatat dan kemampuan menulis siswa pada tingkat SMA. So the hypothesis of this research is accepted is there any correlation between students’ habit of taking notes and their writing ability at senior high school? Thus, it can be concluded that there is a significant relationship between students' habit of taking notes and their writing ability at senior high school. It is known that r-count is higher than r-table with a significant level of 5% (0,358>0,344) which mean Ha is accepted and Ho is rejected. The results of this study indicate that r-count = 0.358 with an interpretation of r 0.20 - 0.39 so that the level of relationship between the two variables is in the Low Correlation category. The data analysis technique was carried out by calculating the Pearson Product Moment Correlation statistic. The research instrument was a questionnaire sheet to measure students' habit of taking notes and the writing test to measure students' writing ability. In determining the sample, the researcher used the Cluster Random Sampling technique. The sample of this research is class XI, 1 class totaling 33 students. This type of research is correlational quantitative research. P class="abstrak">This study aims to determine the correlation between students' habit of taking notes and their writing ability at senior high school. The findings of the study imply that note-taking tools designed for digital learning environments could incorporate voice as an input modality to promote effective note-taking and higher conceptual understanding of the text. We also found that using voice triggers generative processes that result in learners taking more elaborate and comprehensive notes. Our findings suggest that taking notes using voice leads to a higher conceptual understanding of the text when compared to typing the notes. We built mixed-effects models to examine the effect of the note-taking modality on learners’ text comprehension, the content of notes and their meta-comprehension judgement. We conducted a study with 60 participants in which they were asked to take notes using voice or keyboard on two independent digital text passages while also making a judgment about their performance on an upcoming test. In this paper, we compared two note-taking input modalities-keyboard and voice-to study their effects on participants' learning. Though recent technological advances have enabled note-taking through different modalities (e.g., keyboard, digital ink, voice), there is still a lack of understanding of the effect of the modality choice on learning.
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