Despite full-scale implementation of Comprehensive Sexuality Education (CSE) in Zambia, behavioural health problems among adolescents persist which include early and unprotected sex, sexual abuse, early marriages and teenage pregnancies. The study aimed at establishing the effect of culture and religion on the implementation of CSE in selected primary schools of Kabwe, Lusaka and Choma districts of Zambia. The study utilised mixed method design with a pupil population drawn from 9 selected primary schools. The sample size of the study was 700 adolescents (aged 12–17 years) and 16 key informants i.e. headteachers, teachers, guidance and counseling teachers, and government senior officials). Simple random sampling was utilised to select pupils while purposive sampling was employed to select key informants. Interview guides, questionnaires and focus group discussions were employed to collect statistical and narrative data. Data was analysed using a Statistical Package for Social Sciences (SPSS) and thematic analysis. The study found that culture and religion influenced the implementation of CSE in selected primary schools. This was evident in the language used for teaching CSE, where vernacular expressions of sexuality faced resistance in a culturally conservative society, despite the dominant use of English. Additionally, there was a perception of incompatibility between religious beliefs and teaching sexuality to adolescents. Moreover, adult respondents believed that CSE could breach the moral fabric. In conclusion, for CSE to achieve its goal of improving young people's education and health outcomes, both religious and traditional leaders must be involved in its implementation.
{"title":"The effect of culture and religion on the implementation of comprehensive sexuality education in selected primary schools of Zambia","authors":"Remmy Mukonka, C. Mushibwe, C. Jacobs","doi":"10.56773/ejer.v2i1.15","DOIUrl":"https://doi.org/10.56773/ejer.v2i1.15","url":null,"abstract":"Despite full-scale implementation of Comprehensive Sexuality Education (CSE) in Zambia, behavioural health problems among adolescents persist which include early and unprotected sex, sexual abuse, early marriages and teenage pregnancies. The study aimed at establishing the effect of culture and religion on the implementation of CSE in selected primary schools of Kabwe, Lusaka and Choma districts of Zambia. The study utilised mixed method design with a pupil population drawn from 9 selected primary schools. The sample size of the study was 700 adolescents (aged 12–17 years) and 16 key informants i.e. headteachers, teachers, guidance and counseling teachers, and government senior officials). Simple random sampling was utilised to select pupils while purposive sampling was employed to select key informants. Interview guides, questionnaires and focus group discussions were employed to collect statistical and narrative data. Data was analysed using a Statistical Package for Social Sciences (SPSS) and thematic analysis. The study found that culture and religion influenced the implementation of CSE in selected primary schools. This was evident in the language used for teaching CSE, where vernacular expressions of sexuality faced resistance in a culturally conservative society, despite the dominant use of English. Additionally, there was a perception of incompatibility between religious beliefs and teaching sexuality to adolescents. Moreover, adult respondents believed that CSE could breach the moral fabric. In conclusion, for CSE to achieve its goal of improving young people's education and health outcomes, both religious and traditional leaders must be involved in its implementation.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114939987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.
{"title":"Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District","authors":"Mwangala Nyambe, K. Muzata","doi":"10.56773/ejer.v1i2.7","DOIUrl":"https://doi.org/10.56773/ejer.v1i2.7","url":null,"abstract":"This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131800446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brighton Kumatongo, Patrick Mwansa, Gibson Mweemba
The use of technology as an alternative to traditional teaching during pandemics such as COVID-19 is attracting attention globally. This study sought to explore the effectiveness of teaching student teachers using E-Learning during COVID-19. Hearing students were learning together with students with hearing impairments in an inclusive environment before the closure of an institution. A mixed approach involving concurrent design was used and 193 student teachers who were purposively sampled from Kitwe College of Education in Zambia participated in the study, of which 4 of the participants were hearing impaired. The findings were that 53.9% of the participants had access to e-learning services, whereas 48.1 % had no. The study also revealed that 86% of the participants disagreed to having benefited from e-learning and cited lack of technological devices, poor network and expenses to purchase internet bundles as some of the barriers to e-learning. The study concluded that despite 53.9% of the participants having access to e-learning, 86% of the participants did not benefit from the use e-learning, due to lack of access to internet and expenses to purchase internet bundles, and that students with hearing impairments were disadvantaged due to lack of text and sign language interpretation during e-learning lectures. The study recommended the need to provide free internet bundles to students if e-learning is to be effective, educators record lessons and enable students to access, as well as need to consider students with hearing impairments during inclusive e-learning by providing sign language interpretation and texts.
{"title":"Effectiveness of teaching student teachers using E-Learning during COVID-19: A glance at inclusive education from the Zambian perspective","authors":"Brighton Kumatongo, Patrick Mwansa, Gibson Mweemba","doi":"10.56773/ejer.v1i2.9","DOIUrl":"https://doi.org/10.56773/ejer.v1i2.9","url":null,"abstract":"The use of technology as an alternative to traditional teaching during pandemics such as COVID-19 is attracting attention globally. This study sought to explore the effectiveness of teaching student teachers using E-Learning during COVID-19. Hearing students were learning together with students with hearing impairments in an inclusive environment before the closure of an institution. A mixed approach involving concurrent design was used and 193 student teachers who were purposively sampled from Kitwe College of Education in Zambia participated in the study, of which 4 of the participants were hearing impaired. The findings were that 53.9% of the participants had access to e-learning services, whereas 48.1 % had no. The study also revealed that 86% of the participants disagreed to having benefited from e-learning and cited lack of technological devices, poor network and expenses to purchase internet bundles as some of the barriers to e-learning. The study concluded that despite 53.9% of the participants having access to e-learning, 86% of the participants did not benefit from the use e-learning, due to lack of access to internet and expenses to purchase internet bundles, and that students with hearing impairments were disadvantaged due to lack of text and sign language interpretation during e-learning lectures. The study recommended the need to provide free internet bundles to students if e-learning is to be effective, educators record lessons and enable students to access, as well as need to consider students with hearing impairments during inclusive e-learning by providing sign language interpretation and texts.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128864341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This world is changing and the old education operation system is no longer compatible with these vicissitudes. Online assessment, that has been enforced by the COVID 19 pandemic and has become a norm in many universities world-wide, is failing to embrace all leaners, thus the need to address it. This content analysis study examined the integrity of online university assessments based on 2020 and 2021 online studies purposively selected from the internet. The researcher used Motivation Theory, Technology Acceptance Model and Self-efficacy Theory whose concepts are key in the changes that this study calls for. Findings revealed two basic operational types of online university assessments: the digitally proctored examinations and the open-access assessment. While affluent nations have smoother transitions and more benefits, developing nations are challenged by students online cheating and resource unavailability. The study concluded that some universities are hesitant to adopt online assessment systems due to lack of awareness, resistant to change and fear of losing examination integrity. The study therefore recommends universities to hold online assessment workshops to equip both the lecturers and the learners. Detecting cheating software can be used to detect students cheating and expenses can be averted by using free online examination software. They can also use Chromebooks for student assessment which can be setup to disable access to browse the web and the external storage during an examination. Above all, a reliable, authentic and cost-effective online assessment model with minimal disruptions, which ensures that no student is left behind, is a necessity.
{"title":"Integrity of university online assessment: Towards developing a function model","authors":"Stella Muchemwa","doi":"10.56773/ejer.v1i2.8","DOIUrl":"https://doi.org/10.56773/ejer.v1i2.8","url":null,"abstract":"This world is changing and the old education operation system is no longer compatible with these vicissitudes. Online assessment, that has been enforced by the COVID 19 pandemic and has become a norm in many universities world-wide, is failing to embrace all leaners, thus the need to address it. This content analysis study examined the integrity of online university assessments based on 2020 and 2021 online studies purposively selected from the internet. The researcher used Motivation Theory, Technology Acceptance Model and Self-efficacy Theory whose concepts are key in the changes that this study calls for. Findings revealed two basic operational types of online university assessments: the digitally proctored examinations and the open-access assessment. While affluent nations have smoother transitions and more benefits, developing nations are challenged by students online cheating and resource unavailability. The study concluded that some universities are hesitant to adopt online assessment systems due to lack of awareness, resistant to change and fear of losing examination integrity. The study therefore recommends universities to hold online assessment workshops to equip both the lecturers and the learners. Detecting cheating software can be used to detect students cheating and expenses can be averted by using free online examination software. They can also use Chromebooks for student assessment which can be setup to disable access to browse the web and the external storage during an examination. Above all, a reliable, authentic and cost-effective online assessment model with minimal disruptions, which ensures that no student is left behind, is a necessity.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126362457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. D. Mallillin, Jocelyn B. Mallillin, Yolanda D. Ampongan, Imelda C. Lipayon, Mercy M. Mejica, Jocelyn Z. Burabo
The study aims to examine the contribution of instructional design for effective classroom pedagogy of teaching among the respondents and identifies what makes instructional design that leads to effective classroom pedagogy of teaching among the respondents. The research employs the descriptive quantitative design because the method describes the variables and characteristics of the study. Purposive sampling is highlighted in the study. The study comprised Seventy (70) respondents only. Results show that learning process and strategy for effective pedagogy of teaching show to actively involve instruction that will lead students for better learning outcome, show to involve critical thinking, formation, analyzing inferences, and knowledge of the lesson, show to provide a phase of instructional design to effective teaching in applying, inferring, analyzing pedagogy and various learning experiences, show to advance technology of teaching to equip students with better learning, and show to rely on interactive instruction sharing and heavy discussion, role playing, peer learning, cooperative learning, simulation, and discussion. Findings show that there is a significant correlation on the contribution of instructional design for effective classroom pedagogy of teaching as observed among the respondents.
{"title":"Instructional design for effective classroom Pedagogy of teaching","authors":"L. D. Mallillin, Jocelyn B. Mallillin, Yolanda D. Ampongan, Imelda C. Lipayon, Mercy M. Mejica, Jocelyn Z. Burabo","doi":"10.56773/ejer.v1i2.6","DOIUrl":"https://doi.org/10.56773/ejer.v1i2.6","url":null,"abstract":"The study aims to examine the contribution of instructional design for effective classroom pedagogy of teaching among the respondents and identifies what makes instructional design that leads to effective classroom pedagogy of teaching among the respondents. The research employs the descriptive quantitative design because the method describes the variables and characteristics of the study. Purposive sampling is highlighted in the study. The study comprised Seventy (70) respondents only. Results show that learning process and strategy for effective pedagogy of teaching show to actively involve instruction that will lead students for better learning outcome, show to involve critical thinking, formation, analyzing inferences, and knowledge of the lesson, show to provide a phase of instructional design to effective teaching in applying, inferring, analyzing pedagogy and various learning experiences, show to advance technology of teaching to equip students with better learning, and show to rely on interactive instruction sharing and heavy discussion, role playing, peer learning, cooperative learning, simulation, and discussion. Findings show that there is a significant correlation on the contribution of instructional design for effective classroom pedagogy of teaching as observed among the respondents.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132339562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explored educational stakeholder’s perceptions on the provision of Pre-Primary Education (PPE) in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 20 participants participated in the study where by 6 were pre-primary school teachers, 3 were pre-primary school head teachers, 5 were Quality Assurance Officer (QAO) from the Ministry of Education and 06 were parents. Data was generated by using focus group discussion and semi structured interviews. The results of the study revealed varied educational stakeholders’ perceptions on PPE which influenced by educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. The study concluded that the government, user institutions and people concerned in PPE should ensure that quality standards in terms of teachers, school environments, school administration, parent’s involvement, materials as well as the infrastructures and all the resources needed are improved and maintained for better teaching and learning in PPE. Also, the interactions between home (parents) and school (teachers) in PPE schools is unavoidable for better provision of PPE.
{"title":"The provision of pre-primary education in Mjini Magharibi Region-Zanzibar: Educational stakeholders’ perceptions","authors":"Aliyah Ali, I. Mligo, F. S. Nsolezi","doi":"10.56773/ejer.v1i2.12","DOIUrl":"https://doi.org/10.56773/ejer.v1i2.12","url":null,"abstract":"This paper explored educational stakeholder’s perceptions on the provision of Pre-Primary Education (PPE) in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 20 participants participated in the study where by 6 were pre-primary school teachers, 3 were pre-primary school head teachers, 5 were Quality Assurance Officer (QAO) from the Ministry of Education and 06 were parents. Data was generated by using focus group discussion and semi structured interviews. The results of the study revealed varied educational stakeholders’ perceptions on PPE which influenced by educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. The study concluded that the government, user institutions and people concerned in PPE should ensure that quality standards in terms of teachers, school environments, school administration, parent’s involvement, materials as well as the infrastructures and all the resources needed are improved and maintained for better teaching and learning in PPE. Also, the interactions between home (parents) and school (teachers) in PPE schools is unavoidable for better provision of PPE.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124192659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has resulted in schools being closed around the world. Globally, most children are outside the classroom. As a result, education has changed dramatically, with the advent of typical e-learning, where teaching is done remotely and on digital platforms. These conditions are very demanding on information skills, media, and technology as a solution to these problems. All school activities had been shifted to an online delivery mode, which causes the implementation of teaching practices to be carried out online. This transfer forces pre-service teachers to have different teaching practice experiences. Technological devices are the facilities they use to support online learning. This study aims to describe the implementation and perceptions of pre-service teachers on their teaching practice experiences during the pandemic. Class observations are made on the implementation of English pre-service teachers’ teaching by implementing technological devices in three public junior high schools in Semarang. To evaluate how the teaching and learning process in applying technological devices, the Technological Integrated Matrix (TIM) by Florida Center for Instructional Technology is used as a framework for analyzing the data. TIM provides a framework for describing and targeting the use of technology to enhance learning. Questionnaires and interviews are also administered to obtain information about the pre-service teachers' perceptions of online learning during the pandemic era. Therefore, despite the limitations of its implementation, teaching practice programs tend to form a positive mindset and teaching attitude for pre-service teachers.
{"title":"Technology devices: Can it enhance pre-service teachers' teaching?","authors":"F. Syafri, S. Wahyuni","doi":"10.56773/ejer.v1i1.4","DOIUrl":"https://doi.org/10.56773/ejer.v1i1.4","url":null,"abstract":"The COVID-19 pandemic has resulted in schools being closed around the world. Globally, most children are outside the classroom. As a result, education has changed dramatically, with the advent of typical e-learning, where teaching is done remotely and on digital platforms. These conditions are very demanding on information skills, media, and technology as a solution to these problems. All school activities had been shifted to an online delivery mode, which causes the implementation of teaching practices to be carried out online. This transfer forces pre-service teachers to have different teaching practice experiences. Technological devices are the facilities they use to support online learning. This study aims to describe the implementation and perceptions of pre-service teachers on their teaching practice experiences during the pandemic. Class observations are made on the implementation of English pre-service teachers’ teaching by implementing technological devices in three public junior high schools in Semarang. To evaluate how the teaching and learning process in applying technological devices, the Technological Integrated Matrix (TIM) by Florida Center for Instructional Technology is used as a framework for analyzing the data. TIM provides a framework for describing and targeting the use of technology to enhance learning. Questionnaires and interviews are also administered to obtain information about the pre-service teachers' perceptions of online learning during the pandemic era. Therefore, despite the limitations of its implementation, teaching practice programs tend to form a positive mindset and teaching attitude for pre-service teachers.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"279 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121041840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kurikulum pendidikan telah beberapa kali mengalami perubahan karena tuntutan perkembangan ilmu pengetahuan dan kebutuhan masa depan. Di setiap perubahan, siswa tetap dituntut untuk terus-menerus menggenerasi pengetahuan. Dalam pembelajaran, perkembangan ilmu pengetahuan dan teknologi telah meningkatkan peran siswa dan sekaligus mengurangi peran guru. Tulisan ini merangkum bagaimana proses belajar yang sampai dengan menggenerasi pengetahuan baru dan tetap menyesuaikan pada konteks perubahan. Belajar lebih baik jika melibatkan aspek kognitif dan metakognitif, serta mengoptimalisasi fungsi pikiran sadar dan bawah sadar. Berpikir, memfungsikan scaffolding, dan menerapkan pembelajaran yang mempersempit zone of proximal development (ZPD) adalah proses dalam rangka mendekatkan diri sampai sedekat mungkin dengan pengetahuan baru. Upaya itu disebut dengan keterlibatan. Berpikir termasuk bentuk keterlibatan dan status keberadaan, seperti: clarification, assessment, inference, dan strategies, untuk tujuan membentuk organisasi tubuh informasi melalui pemaknaan data dan kemudian memprosesnya ke dalam belief system sehingga menjadi pengetahuan.
{"title":"Keterlibatan berpikir siswa: Status “ada” dalam pembelajaran","authors":"Fiki Alghadari, S. Sudirman, Eka Rachma Kurniasi","doi":"10.56773/ejer.v1i1.5","DOIUrl":"https://doi.org/10.56773/ejer.v1i1.5","url":null,"abstract":"Kurikulum pendidikan telah beberapa kali mengalami perubahan karena tuntutan perkembangan ilmu pengetahuan dan kebutuhan masa depan. Di setiap perubahan, siswa tetap dituntut untuk terus-menerus menggenerasi pengetahuan. Dalam pembelajaran, perkembangan ilmu pengetahuan dan teknologi telah meningkatkan peran siswa dan sekaligus mengurangi peran guru. Tulisan ini merangkum bagaimana proses belajar yang sampai dengan menggenerasi pengetahuan baru dan tetap menyesuaikan pada konteks perubahan. Belajar lebih baik jika melibatkan aspek kognitif dan metakognitif, serta mengoptimalisasi fungsi pikiran sadar dan bawah sadar. Berpikir, memfungsikan scaffolding, dan menerapkan pembelajaran yang mempersempit zone of proximal development (ZPD) adalah proses dalam rangka mendekatkan diri sampai sedekat mungkin dengan pengetahuan baru. Upaya itu disebut dengan keterlibatan. Berpikir termasuk bentuk keterlibatan dan status keberadaan, seperti: clarification, assessment, inference, dan strategies, untuk tujuan membentuk organisasi tubuh informasi melalui pemaknaan data dan kemudian memprosesnya ke dalam belief system sehingga menjadi pengetahuan.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130727734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) di masa pandemi Covid-19 tetap berjalan walaupun berbeda. BIPA tidak terlepas dari konteks budaya. Pada penelitian ini hal yang menarik adalah ketika budaya suatu negara dalam belajar BIPA dilihat melalui pembelajaran daring dengan menggunakan zoom. Tujuan penelitian ini adalah mendeskripsikan budaya mahasiswa Yaman pada saat pembelajaran BIPA di masa pandemi. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan metode studi kasus melalui wawancara dan pengamatan yang mendalam kepada dua mahasiswa asing yang memiliki hubungan keluarga dari Yaman selama belajar BIPA di Lembaga Bahasa-Universitas Muhammadiyah Tangerang (LB-UMT) melalui daring dengan menggunakan aplikasi zoom. Media zoom yang digunakan dalam pembelajaran selama pandemi ini dengan tidak melakukan tatap muka secara langsung ternyata tidak mengubah budaya mahasiswa Yaman ketika berhadapan dengan guru yang berbeda jenis kelaminnya. Hasil penelitian menunjukkan bahwa perbedaan budaya di mana mahasiswa Yaman tidak berkenan untuk menyalakan video menampilkan wajah mereka ketika belajar. Beberapa media pembelajaran juga seperti lagu kurang diterima oleh mahasiswa karena bertentangan dengan budaya asal negara. Hasil ini menunjukkan bahwa media pembelajaran yang umumnya berhasil menarik pemelajar BIPA ternyata tidak berlaku pada mahasiswa Yaman. Hal ini menjadi referensi untuk pembelajaran BIPA bagi mahasiswa Yaman khususnya, agar dapat memahami lintas budaya yang mungkin terjadi saat pembelajaran BIPA.
{"title":"Lintas budaya dalam pembelajaran BIPA mahasiswa Yaman di masa pandemi Covid-19","authors":"Goziyah Goziyah","doi":"10.56773/ejer.v1i1.2","DOIUrl":"https://doi.org/10.56773/ejer.v1i1.2","url":null,"abstract":"Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) di masa pandemi Covid-19 tetap berjalan walaupun berbeda. BIPA tidak terlepas dari konteks budaya. Pada penelitian ini hal yang menarik adalah ketika budaya suatu negara dalam belajar BIPA dilihat melalui pembelajaran daring dengan menggunakan zoom. Tujuan penelitian ini adalah mendeskripsikan budaya mahasiswa Yaman pada saat pembelajaran BIPA di masa pandemi. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan metode studi kasus melalui wawancara dan pengamatan yang mendalam kepada dua mahasiswa asing yang memiliki hubungan keluarga dari Yaman selama belajar BIPA di Lembaga Bahasa-Universitas Muhammadiyah Tangerang (LB-UMT) melalui daring dengan menggunakan aplikasi zoom. Media zoom yang digunakan dalam pembelajaran selama pandemi ini dengan tidak melakukan tatap muka secara langsung ternyata tidak mengubah budaya mahasiswa Yaman ketika berhadapan dengan guru yang berbeda jenis kelaminnya. Hasil penelitian menunjukkan bahwa perbedaan budaya di mana mahasiswa Yaman tidak berkenan untuk menyalakan video menampilkan wajah mereka ketika belajar. Beberapa media pembelajaran juga seperti lagu kurang diterima oleh mahasiswa karena bertentangan dengan budaya asal negara. Hasil ini menunjukkan bahwa media pembelajaran yang umumnya berhasil menarik pemelajar BIPA ternyata tidak berlaku pada mahasiswa Yaman. Hal ini menjadi referensi untuk pembelajaran BIPA bagi mahasiswa Yaman khususnya, agar dapat memahami lintas budaya yang mungkin terjadi saat pembelajaran BIPA.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123532600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students in vocational programs must have English writing abilities, following industry standards. Despite this, writing is a challenging skill. This article examines the voice of vocational students in connection to their English writing proficiency. Sixty-one students from a private vocational school are involved in the research. This study was designed as descriptive research. Data on students' voices are collected using a questionnaire and a semi-structured interview. Additionally, they are evaluated utilizing triangulation techniques. According to the research, the majority of students continue to struggle with communicating their thoughts in writing. In addition, they struggle to organize their sentences into paragraphs. Moreover, their knowledge of grammar and vocabulary is weak, as is their understanding of writing mechanisms. These conditions decrease their motivation to participate in the writing process actively. It is vital because vocational students should be the source of industrial employment. Therefore, the English teacher is strongly urged to develop a lesson plan that considers the students' requirements, profiles, and prior writing skills, using need analysis and diagnostic evaluation. In addition, it is strongly recommended that students engage in collaborative writing through any medium, including technology, to assist them. In addition, it is crucial to frequently assess the material in light of the industry's requirements for writing abilities competencies. The concept of differentiated teaching can also be employed to assist students' distinct development of writing skills.
{"title":"Dealing with english writing skills: Through the eyes of vocational students","authors":"S. Siregar, F. Sari, S. Sudjoko, Audi Yundayani","doi":"10.56773/ejer.v1i1.3","DOIUrl":"https://doi.org/10.56773/ejer.v1i1.3","url":null,"abstract":"Students in vocational programs must have English writing abilities, following industry standards. Despite this, writing is a challenging skill. This article examines the voice of vocational students in connection to their English writing proficiency. Sixty-one students from a private vocational school are involved in the research. This study was designed as descriptive research. Data on students' voices are collected using a questionnaire and a semi-structured interview. Additionally, they are evaluated utilizing triangulation techniques. According to the research, the majority of students continue to struggle with communicating their thoughts in writing. In addition, they struggle to organize their sentences into paragraphs. Moreover, their knowledge of grammar and vocabulary is weak, as is their understanding of writing mechanisms. These conditions decrease their motivation to participate in the writing process actively. It is vital because vocational students should be the source of industrial employment. Therefore, the English teacher is strongly urged to develop a lesson plan that considers the students' requirements, profiles, and prior writing skills, using need analysis and diagnostic evaluation. In addition, it is strongly recommended that students engage in collaborative writing through any medium, including technology, to assist them. In addition, it is crucial to frequently assess the material in light of the industry's requirements for writing abilities competencies. The concept of differentiated teaching can also be employed to assist students' distinct development of writing skills.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120958357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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