Pub Date : 2022-12-05DOI: 10.22515/jemin.v2i2.5026
Haruna Abubakar Haruna, Musa Yusuf Kabara, A. Enriquez
The shifting from face-to-face interaction in a formal classroom to digital learning outside the classroom in the recent education system has made a great change in our learning habit. As the online learning mode has become more prevalent in around the world including Nigeria due to the COVID-19 pandemic, it is particularly crucial to re-examine students’ opinions and preferences about the teaching modes. Now, a crucial question that may exist is will schools and universities keep at online learning in post COVID-19 pandemic recovery? In responding to the question, the present study scrutinizes Nigerian university students’ standpoints either to prefer online or face-to-face learning activities at the time after the global pandemic recovers. A survey design is adopted by using an online questionnaire distributed to 153 students of several departments at a university in Nigeria. The results depict that 51% of the students are in favor of studying in an online learning mode. However, it is further found that only 19% of the students prefer to have a full online learning activity after the pandemic ends. Moreover, this study reveals that the majority of the students (69%) are supporting hybrid learning system which is the combination between online and offline learning activities. The rest (12%) agree with face-to-face learning activities in classrooms. These results contribute to offering fruitful insights and policy recommendation for Nigerian Ministry of Education to design specific rules and guidelines in which schools and universities are desired to offer blended learning activities for students in post pandemic recovery.
{"title":"Face-to-face, online, or hybrid learning in post COVID-19 recovery? Scrutinizing Nigerian students’ Preferences","authors":"Haruna Abubakar Haruna, Musa Yusuf Kabara, A. Enriquez","doi":"10.22515/jemin.v2i2.5026","DOIUrl":"https://doi.org/10.22515/jemin.v2i2.5026","url":null,"abstract":"The shifting from face-to-face interaction in a formal classroom to digital learning outside the classroom in the recent education system has made a great change in our learning habit. As the online learning mode has become more prevalent in around the world including Nigeria due to the COVID-19 pandemic, it is particularly crucial to re-examine students’ opinions and preferences about the teaching modes. Now, a crucial question that may exist is will schools and universities keep at online learning in post COVID-19 pandemic recovery? In responding to the question, the present study scrutinizes Nigerian university students’ standpoints either to prefer online or face-to-face learning activities at the time after the global pandemic recovers. A survey design is adopted by using an online questionnaire distributed to 153 students of several departments at a university in Nigeria. The results depict that 51% of the students are in favor of studying in an online learning mode. However, it is further found that only 19% of the students prefer to have a full online learning activity after the pandemic ends. Moreover, this study reveals that the majority of the students (69%) are supporting hybrid learning system which is the combination between online and offline learning activities. The rest (12%) agree with face-to-face learning activities in classrooms. These results contribute to offering fruitful insights and policy recommendation for Nigerian Ministry of Education to design specific rules and guidelines in which schools and universities are desired to offer blended learning activities for students in post pandemic recovery.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"451 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116762133","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}
Pub Date : 2022-12-05DOI: 10.22515/jemin.v2i2.5326
Momna Azmat, Ayesha Ahmad
The COVID-19 outbreak has affected educational system and left some implications for the world of education, one of which is online learning activity. However, as a new habit of learning in post COVID-19 era nowadays, online learning should be taken as a serious consideration for conducting an effective learning environment, particularly in the context of secondary schools in Pakistan. Addressing this issue, the present study aims to explore Pakistani secondary students’ performance and satisfaction toward the practice of online learning activity in post COVID-19 era. Creswell’s Sequential explanatory research, in which qualitative data were gathered to support the finding of quantitative data, was adopted in this study. A set of questionnaires measured using five-point Likert scale and three open-ended questions were employed to collect the data from 335 secondary students in Federal Government Schools of Wah Cantt, a district in Punjab province Pakistan. The data were further analyzed using descriptive statistics by means of SPSS version 24 and thematic analysis. The results depicted that the outbreak of COVID-19 has extremely affected the students’ academic performance during the online learning activity. In terms of satisfaction, the results further demonstrated that the students possessed low level of satisfaction toward the online learning activity. Notwithstanding this fact, a strong positive correlation was proven between students’ academic performance and the level of learning satisfaction toward online learning in post COVID-19 era. Drawing on the results, this study provides implication that teachers and education stakeholders should offer dynamic and comprehensive online services, as well as supportive assistance and offensive feedback to enhance students’ performance and satisfaction toward online learning activity.
{"title":"Pakistani secondary students’ learning performance and satisfaction amidst COVID-19 outbreak: Sequential explanatory research","authors":"Momna Azmat, Ayesha Ahmad","doi":"10.22515/jemin.v2i2.5326","DOIUrl":"https://doi.org/10.22515/jemin.v2i2.5326","url":null,"abstract":"The COVID-19 outbreak has affected educational system and left some implications for the world of education, one of which is online learning activity. However, as a new habit of learning in post COVID-19 era nowadays, online learning should be taken as a serious consideration for conducting an effective learning environment, particularly in the context of secondary schools in Pakistan. Addressing this issue, the present study aims to explore Pakistani secondary students’ performance and satisfaction toward the practice of online learning activity in post COVID-19 era. Creswell’s Sequential explanatory research, in which qualitative data were gathered to support the finding of quantitative data, was adopted in this study. A set of questionnaires measured using five-point Likert scale and three open-ended questions were employed to collect the data from 335 secondary students in Federal Government Schools of Wah Cantt, a district in Punjab province Pakistan. The data were further analyzed using descriptive statistics by means of SPSS version 24 and thematic analysis. The results depicted that the outbreak of COVID-19 has extremely affected the students’ academic performance during the online learning activity. In terms of satisfaction, the results further demonstrated that the students possessed low level of satisfaction toward the online learning activity. Notwithstanding this fact, a strong positive correlation was proven between students’ academic performance and the level of learning satisfaction toward online learning in post COVID-19 era. Drawing on the results, this study provides implication that teachers and education stakeholders should offer dynamic and comprehensive online services, as well as supportive assistance and offensive feedback to enhance students’ performance and satisfaction toward online learning activity.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125621386","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}
Pub Date : 2022-06-29DOI: 10.22515/jemin.v2i1.5052
H. Hermanto, Zulela Ms., M. Japar
Amidst the COVID-19 pademic, the Indonesian government issued a distance and online learning policy so that students study in a state of emergency. Education is a conscious effort to provide a meaningful learning experience for students. This experience includes cognitive, affective, and psychomotor aspects. This research is at the cutting edge of portraying the emergency remote learning of elementary schools in rural area of Indonesia in response to the COVID-19 pandemic. In the COVID-19 emergency, the Indonesian government issues a distance and online learning policy so that students can study even in a state of social distancing. The digital transformation of teachers and students is the impact of the learning process during the pandemic since the beginning of 2020. This research was a qualitative research employing a case study. Sources of data were teachers and students in elementary schools selected by purposive sampling. The technique applied interview and observation using interview sheet instruments and field notes about the reality of the implementation of education in schools. The results indicate that 80.81% of the learning process for low grade students is fully controlled by their parents, while in high grade students online and distance learning processes are not as formal as they should be. The implications of the results of this study illustrate that basic education in Indonesia has not yet ready in terms of human resources and technology, especially in the rural areas of frontier, outermost and underdeveloped. The contribution in this research is to provide an understanding to education observers how the process or learning experience is in pandemic and normal situations.
{"title":"Emergency remote learning during the COVID-19 pandemic: Perspectives of elementary schools in rural area of Indonesia","authors":"H. Hermanto, Zulela Ms., M. Japar","doi":"10.22515/jemin.v2i1.5052","DOIUrl":"https://doi.org/10.22515/jemin.v2i1.5052","url":null,"abstract":"Amidst the COVID-19 pademic, the Indonesian government issued a distance and online learning policy so that students study in a state of emergency. Education is a conscious effort to provide a meaningful learning experience for students. This experience includes cognitive, affective, and psychomotor aspects. This research is at the cutting edge of portraying the emergency remote learning of elementary schools in rural area of Indonesia in response to the COVID-19 pandemic. In the COVID-19 emergency, the Indonesian government issues a distance and online learning policy so that students can study even in a state of social distancing. The digital transformation of teachers and students is the impact of the learning process during the pandemic since the beginning of 2020. This research was a qualitative research employing a case study. Sources of data were teachers and students in elementary schools selected by purposive sampling. The technique applied interview and observation using interview sheet instruments and field notes about the reality of the implementation of education in schools. The results indicate that 80.81% of the learning process for low grade students is fully controlled by their parents, while in high grade students online and distance learning processes are not as formal as they should be. The implications of the results of this study illustrate that basic education in Indonesia has not yet ready in terms of human resources and technology, especially in the rural areas of frontier, outermost and underdeveloped. The contribution in this research is to provide an understanding to education observers how the process or learning experience is in pandemic and normal situations.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"321 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133602967","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}
Pub Date : 2022-06-28DOI: 10.22515/jemin.v2i1.5110
Chaerul Anwar, Aerni Isa
The closure of schools and campuses due to the COVID-19 pandemic in the recent years has been shocking and resulted in a new learning habit from face-to-face interaction to online activities. Challenges, problems, potentials, and other attributes related to the administration of online teaching and learning are highly necessary to be explored. This study is conducted to portray college students’ learning experiences at the time of COVID-19 pandemic as well as post-pandemic recovery in Pakistan. A narrative inquiry by means of written reflection and semi-structured interviews is employed to scrutinize the online learning experiences of 19 university learners’ studying at a medical university in Pakistan. This study’s results depict that the use social media has dominated the whole learning activities in higher education context experienced by the students. Although the students confessed that they were ill-prepared, and there were issues with electricity supply, unstable internet connection, and access to digital equipment, they were still motivated to engage in online learning activities. When they were asked to provide opinion about the teaching modes, most of them argued that face-to-face interaction in a formal classroom was more preferred. The findings offer an empirical implication that teachers and related stakeholders are required to enhance the efficacy of online learning activities in Pakistan. Moreover, the findings contribute as an input enhancement to improve the quality of digital learning from the students’ point of views, both at the time of COVID-19 pandemic and post-pandemic recovery.
{"title":"From face-to-face to screen-to-screen instruction: Pakistani students’ experiences, challenges, and learning effectiveness","authors":"Chaerul Anwar, Aerni Isa","doi":"10.22515/jemin.v2i1.5110","DOIUrl":"https://doi.org/10.22515/jemin.v2i1.5110","url":null,"abstract":"The closure of schools and campuses due to the COVID-19 pandemic in the recent years has been shocking and resulted in a new learning habit from face-to-face interaction to online activities. Challenges, problems, potentials, and other attributes related to the administration of online teaching and learning are highly necessary to be explored. This study is conducted to portray college students’ learning experiences at the time of COVID-19 pandemic as well as post-pandemic recovery in Pakistan. A narrative inquiry by means of written reflection and semi-structured interviews is employed to scrutinize the online learning experiences of 19 university learners’ studying at a medical university in Pakistan. This study’s results depict that the use social media has dominated the whole learning activities in higher education context experienced by the students. Although the students confessed that they were ill-prepared, and there were issues with electricity supply, unstable internet connection, and access to digital equipment, they were still motivated to engage in online learning activities. When they were asked to provide opinion about the teaching modes, most of them argued that face-to-face interaction in a formal classroom was more preferred. The findings offer an empirical implication that teachers and related stakeholders are required to enhance the efficacy of online learning activities in Pakistan. Moreover, the findings contribute as an input enhancement to improve the quality of digital learning from the students’ point of views, both at the time of COVID-19 pandemic and post-pandemic recovery. ","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"39 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120897780","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}
Pub Date : 2022-06-27DOI: 10.22515/jemin.v2i1.4961
Bonifacio Vergonia, Sanny Eriman Mombas
In post-COVID-19 era, education system around the world seems to experience a shifting from traditional in-class learning to online activities, or it can be blended style which is the combination of both modes. Hence, exploring teachers’ and learners’ readiness for the different model of learning activities is a must and becomes a worth inquiry. The present study is at the cutting edge of profiling high school teachers’ readiness for blended teaching activities in Philippines at the time of post-COVID-19 era. A survey research design was adopted by involving 107 high school teachers in the city of Tupi, South Cotabato province, Philippine. This study provided an alluded picture that Philippines high school teachers are ready to conduct a blended learning system in post-pandemic era. This conclusion was drawn from the excellent results of survey items in four dimensions for blended teaching readiness model developed by Graham et al, comprising technical literacy, planning blended activities, facilitating student-student and teacher-student interaction, and managing the blended learning environment. The results indicate that a responsive, supportive, and relevant teacher professional development programs should be developed in order to enhance teachers’ readiness for blended learning in post-COVID-19 era, as well as improving Philippines future educational system.
{"title":"Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era","authors":"Bonifacio Vergonia, Sanny Eriman Mombas","doi":"10.22515/jemin.v2i1.4961","DOIUrl":"https://doi.org/10.22515/jemin.v2i1.4961","url":null,"abstract":"In post-COVID-19 era, education system around the world seems to experience a shifting from traditional in-class learning to online activities, or it can be blended style which is the combination of both modes. Hence, exploring teachers’ and learners’ readiness for the different model of learning activities is a must and becomes a worth inquiry. The present study is at the cutting edge of profiling high school teachers’ readiness for blended teaching activities in Philippines at the time of post-COVID-19 era. A survey research design was adopted by involving 107 high school teachers in the city of Tupi, South Cotabato province, Philippine. This study provided an alluded picture that Philippines high school teachers are ready to conduct a blended learning system in post-pandemic era. This conclusion was drawn from the excellent results of survey items in four dimensions for blended teaching readiness model developed by Graham et al, comprising technical literacy, planning blended activities, facilitating student-student and teacher-student interaction, and managing the blended learning environment. The results indicate that a responsive, supportive, and relevant teacher professional development programs should be developed in order to enhance teachers’ readiness for blended learning in post-COVID-19 era, as well as improving Philippines future educational system.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126338313","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}
Pub Date : 2022-06-25DOI: 10.22515/jemin.v2i1.4965
Anas Bin Tajudin, Chusna Maulida, Ria Dwi Vransiska
Self-regulated learning (SRL) becomes a crucial part for the success of online classroom activities during the COVID-19 pandemic. To date, studies exploring students’ SRL in the contexts of Malaysian and Indonesian universities are still lacking and remain more empirical evidence. This study aims to examine and compare both university students’ SRL toward online learning activities at the time of global pandemic. The required data are quantitatively collected from 103 undergraduates from University A in Malaysia and 119 college students from University B in Indonesia by using an online questionnaire on students’ self-regulated learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ). The sudden shifting from face-to-face interaction to online class instruction is a new learning style and could be challenging, but the finding of this study shows that the students from both universities achieve high mean scores on the SRL questionnaire. This finding indicates that the students have a positive attitude, high academic motivation levels, and good self-learning control over themselves during the online classes. This study contributes to the extension of the current literature about self-regulated learning in higher education context. This study further suggests that teachers could assist students’ self-regulated learning to improve their academic performances by keeping their motivation and engagement, particularly in the time of online classes during COVID-19 pandemic era. Hence, future studies are recommended to investigate the impact of students’ SRL on learning achievement as it can help teachers to enhance students’ performance in online classes.
{"title":"Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students","authors":"Anas Bin Tajudin, Chusna Maulida, Ria Dwi Vransiska","doi":"10.22515/jemin.v2i1.4965","DOIUrl":"https://doi.org/10.22515/jemin.v2i1.4965","url":null,"abstract":"Self-regulated learning (SRL) becomes a crucial part for the success of online classroom activities during the COVID-19 pandemic. To date, studies exploring students’ SRL in the contexts of Malaysian and Indonesian universities are still lacking and remain more empirical evidence. This study aims to examine and compare both university students’ SRL toward online learning activities at the time of global pandemic. The required data are quantitatively collected from 103 undergraduates from University A in Malaysia and 119 college students from University B in Indonesia by using an online questionnaire on students’ self-regulated learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ). The sudden shifting from face-to-face interaction to online class instruction is a new learning style and could be challenging, but the finding of this study shows that the students from both universities achieve high mean scores on the SRL questionnaire. This finding indicates that the students have a positive attitude, high academic motivation levels, and good self-learning control over themselves during the online classes. This study contributes to the extension of the current literature about self-regulated learning in higher education context. This study further suggests that teachers could assist students’ self-regulated learning to improve their academic performances by keeping their motivation and engagement, particularly in the time of online classes during COVID-19 pandemic era. Hence, future studies are recommended to investigate the impact of students’ SRL on learning achievement as it can help teachers to enhance students’ performance in online classes.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126418408","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}
Pub Date : 2021-12-30DOI: 10.22515/jemin.v1i2.3437
Hastini Hastini, Maslamah Maslamah
The management of the PPTQ Griya Qur'an 3 Putri Klaten has been designed with modern management carried out by ustadzah (female teacher) and mudir as the center. The number of students was 80, and had graduated 2 generations of around 40 students. The purpose of this research is to describe the teaching and learning process at Tahfidz Qur'an. This research used a qualitative descriptive method, conducted at the PPTQ Griya Qur'an 3 Putri Klaten in January-July 2020. The research subjects were ustadzah. The informants were the boarding school leaders and the students. Data collection was carried out by observation technique, interviews, and documents. The validity of the data used source and data triangulation techniques. Meanwhile, the analysis technique used interactive data analysis encompassing data collection, data reduction, then presentation and conclusion. Based on the research, there are three stages of learning tahfizh; the first is the preliminary stage (pre-instructional), the second is the core stage (instructional) containing the implementation of muraja'ah and ziyadah students, then the teacher listens/justifies the students' readings, and the third is assessment stage. Evaluations include daily evaluations and level-up evaluations. Daily evaluation is done by the verse memorized every day, while the evaluation of the time level can be carried out at any time when the students are ready to memorize 30 juz’.
{"title":"Implementation of tahfizhul Qur'an learning at PPTQ Griya Qur'an 3 Putri Klaten","authors":"Hastini Hastini, Maslamah Maslamah","doi":"10.22515/jemin.v1i2.3437","DOIUrl":"https://doi.org/10.22515/jemin.v1i2.3437","url":null,"abstract":"The management of the PPTQ Griya Qur'an 3 Putri Klaten has been designed with modern management carried out by ustadzah (female teacher) and mudir as the center. The number of students was 80, and had graduated 2 generations of around 40 students. The purpose of this research is to describe the teaching and learning process at Tahfidz Qur'an. This research used a qualitative descriptive method, conducted at the PPTQ Griya Qur'an 3 Putri Klaten in January-July 2020. The research subjects were ustadzah. The informants were the boarding school leaders and the students. Data collection was carried out by observation technique, interviews, and documents. The validity of the data used source and data triangulation techniques. Meanwhile, the analysis technique used interactive data analysis encompassing data collection, data reduction, then presentation and conclusion. Based on the research, there are three stages of learning tahfizh; the first is the preliminary stage (pre-instructional), the second is the core stage (instructional) containing the implementation of muraja'ah and ziyadah students, then the teacher listens/justifies the students' readings, and the third is assessment stage. Evaluations include daily evaluations and level-up evaluations. Daily evaluation is done by the verse memorized every day, while the evaluation of the time level can be carried out at any time when the students are ready to memorize 30 juz’.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115707624","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}
Pub Date : 2021-12-30DOI: 10.22515/jemin.v1i2.4281
A. Aziz, I. J. Suprayitno
The purpose of this study is to investigate the aspects of communication and mathematical reasoning. In investigating the aspects of mathematical communication with an inquiry approach, of course there are several things observed related to learning mathematics. The focus of the material aims at observing communication and mathematical reasoning within the framework of inquiry, and the theory of planned behavior (TPB) is geometry and algebra. The research method used a qualitative research by looking at case studies with research subjects consisting of 31 prospective mathematics teachers in Semarang city. From the aspect of communication and mathematical reasoning that exists, it can be seen from the answers of 31 prospective mathematics teachers with an authentic point of view of inquiry and a theory of planned behavior for problem solving. From the observation, several cognitive processes are adapted to the authentic framework of inquiry and the theory of planned behavior for algebra and geometry material. In reasoning, a wedge appears between mathematical reasoning and communication adapted to the framework of inquiry and the theory of planned behavior. The contribution of this study is to determine the communication framework and mathematical reasoning from the theoretical aspects of planned behavior and inquiry. It is important to know aspects of communication and mathematical reasoning from a different perspective.
{"title":"Communication and Mathematic reasoning: Theory of planned behavior and inquiry","authors":"A. Aziz, I. J. Suprayitno","doi":"10.22515/jemin.v1i2.4281","DOIUrl":"https://doi.org/10.22515/jemin.v1i2.4281","url":null,"abstract":"The purpose of this study is to investigate the aspects of communication and mathematical reasoning. In investigating the aspects of mathematical communication with an inquiry approach, of course there are several things observed related to learning mathematics. The focus of the material aims at observing communication and mathematical reasoning within the framework of inquiry, and the theory of planned behavior (TPB) is geometry and algebra. The research method used a qualitative research by looking at case studies with research subjects consisting of 31 prospective mathematics teachers in Semarang city. From the aspect of communication and mathematical reasoning that exists, it can be seen from the answers of 31 prospective mathematics teachers with an authentic point of view of inquiry and a theory of planned behavior for problem solving. From the observation, several cognitive processes are adapted to the authentic framework of inquiry and the theory of planned behavior for algebra and geometry material. In reasoning, a wedge appears between mathematical reasoning and communication adapted to the framework of inquiry and the theory of planned behavior. The contribution of this study is to determine the communication framework and mathematical reasoning from the theoretical aspects of planned behavior and inquiry. It is important to know aspects of communication and mathematical reasoning from a different perspective.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126842584","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}
Pub Date : 2021-12-30DOI: 10.22515/jemin.v1i2.3455
Ayu Fitria Nur Utami, Yusup Rohmadi
When women reach adolescence, they undergo psychological changes that affect their identity; thus, a woman must be able to instill positive values in order to develop a strong sense of self-worth. A woman with an Alpha female figure is depicted in the picture. This study aims to explain the figure of the Alpha female in Islamic female characters, as well as to examine the steps for a Muslim teenager to grow as such an Alpha female through habits. The paper analysis method was used in this study, and the documents used by the researcher were research materials from Henry's book; The Girl Guide, and Felix y Siauw’s; How to Master your Habits. A descriptive qualitative analysis was used to analyze the data. The results of the study indicate that developing the Alpha female through habits in the context of Islamic education can be accomplished by first, providing motivation to improve. Second, training and repetition of activities related to alpha female creation, such as alpha friend, alpha student, professional alpha, and alpha look. The Alpha Female required a third time and consistency to evolve. The fourth is to be an expert, namely being able to form habits, control habits, and dominate habits. The results of this study contribute to the material for a woman in an effort for better self-development.
{"title":"Development of the Alpha female character through habits based on Islamic education perspective","authors":"Ayu Fitria Nur Utami, Yusup Rohmadi","doi":"10.22515/jemin.v1i2.3455","DOIUrl":"https://doi.org/10.22515/jemin.v1i2.3455","url":null,"abstract":"When women reach adolescence, they undergo psychological changes that affect their identity; thus, a woman must be able to instill positive values in order to develop a strong sense of self-worth. A woman with an Alpha female figure is depicted in the picture. This study aims to explain the figure of the Alpha female in Islamic female characters, as well as to examine the steps for a Muslim teenager to grow as such an Alpha female through habits. The paper analysis method was used in this study, and the documents used by the researcher were research materials from Henry's book; The Girl Guide, and Felix y Siauw’s; How to Master your Habits. A descriptive qualitative analysis was used to analyze the data. The results of the study indicate that developing the Alpha female through habits in the context of Islamic education can be accomplished by first, providing motivation to improve. Second, training and repetition of activities related to alpha female creation, such as alpha friend, alpha student, professional alpha, and alpha look. The Alpha Female required a third time and consistency to evolve. The fourth is to be an expert, namely being able to form habits, control habits, and dominate habits. The results of this study contribute to the material for a woman in an effort for better self-development.","PeriodicalId":146882,"journal":{"name":"Journal of Educational Management and Instruction (JEMIN)","volume":"87 24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131212590","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}
Pub Date : 2021-12-30DOI: 10.22515/jemin.v1i2.4301
Ariani Selviana Pardosi, L. Ming
Flipped learning approach has recently gained much more attention and has widely been utilized as a new approach to assist student-centered learning activities across different contexts of teaching. The present study aims to examine the effect of flipped learning instruction on undergraduate students’ development of higher order thinking skills (HOTS). Drawing on a quasi-experimental design, this study recruited 70 Chinese science education students enrolled in ‘teaching with technology’ course; they were equally divided into flipped (experiment) and non-flipped (control) groups. Data were obtained from pre-tests and post-tests in both groups using a higher order thinking skill test, and were analyzed by means of sample t-test using IBM-SPSS version 24. The results showed that flipped group students outperformed the non-flipped students in terms of HOTS performance. There was a significant different between the results of flipped group students’ pre-test and post-test scores (p-value: 0.000 0.05). It suggests that the flipped learning instruction has a significant effect on the Chinese undergraduate students’ HOTS development. This study contributes to providing valuable insights for instructors and college curricula designers to incorporate flipped learning approach in teaching at university level.
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