Pub Date : 2023-08-01DOI: 10.47750/pegegog.14.01.40
{"title":"English as Medium of Instruction (EMI): What training is needed by the faculty members?","authors":"","doi":"10.47750/pegegog.14.01.40","DOIUrl":"https://doi.org/10.47750/pegegog.14.01.40","url":null,"abstract":"","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116007706","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 : 2023-08-01DOI: 10.47750/pegegog.13.04.19
{"title":"Opportunity To Provide Augmented Reality Media For The Intervention Of Communication, Perception, Sound, And Rhythm For Deaf Learners Based On Cultural Context","authors":"","doi":"10.47750/pegegog.13.04.19","DOIUrl":"https://doi.org/10.47750/pegegog.13.04.19","url":null,"abstract":"","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114780564","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 : 2023-08-01DOI: 10.47750/pegegog.14.01.36
{"title":"Enhancing 21st Century Teachers Through Eco-Digital Pedagogy","authors":"","doi":"10.47750/pegegog.14.01.36","DOIUrl":"https://doi.org/10.47750/pegegog.14.01.36","url":null,"abstract":"","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123634478","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 : 2023-08-01DOI: 10.47750/pegegog.13.04.23
{"title":"E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments","authors":"","doi":"10.47750/pegegog.13.04.23","DOIUrl":"https://doi.org/10.47750/pegegog.13.04.23","url":null,"abstract":"","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122403580","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 : 2023-08-01DOI: 10.47750/pegegog.14.01.11
{"title":"Indonesian Senior High School Geography Teacher’s Understanding of Written Curriculum","authors":"","doi":"10.47750/pegegog.14.01.11","DOIUrl":"https://doi.org/10.47750/pegegog.14.01.11","url":null,"abstract":"","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128142848","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 : 2023-08-01DOI: 10.47750/pegegog.13.03.44
{"title":"Popular Culture in the Classroom: Teaching Reading and Writing with Inclusive Approach in Mother Tongue Education","authors":"","doi":"10.47750/pegegog.13.03.44","DOIUrl":"https://doi.org/10.47750/pegegog.13.03.44","url":null,"abstract":"","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127410834","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 : 2023-08-01DOI: 10.47750/pegegog.14.01.09
Sunhaji1, Mukhroji, Ade Eka Pradana, Abu Dharin, Prof. K.H. Saifuddin Zuhri, Purwokerto
Indonesia as a multicultural country has a very complex diversity. More differences create greater potential for disunity as well as conflicts between ethnic and cultural groups. Inculcating values of tolerance towards students in Indonesia is a must, because Indonesia does not only consist of one understanding, religion, ethnicity and culture. Therefore, a uniter for Indonesians in order to make the nation live in harmony is needed. One of the concerns is regarding to the religious tolerance in Indonesia. This qualitative research was conducted in Cilacap at Immaculata Foundation, by using observation, interview, and documentation techniques. The data analysis used was interactive analysis, including data reduction, data display, and data conclusion. The findings of this study describe that the values of religious tolerance are applied through routine activities, such as respect, mutual help, cooperation, equality, freedom, justice, and responsibility which are internalized through exemplary, habituation, and the giving of advice to keep the harmony among religions.
{"title":"Strategies for Internalizing The Values of Tolerance in Schools In Cilacap Central Java Indonesia","authors":"Sunhaji1, Mukhroji, Ade Eka Pradana, Abu Dharin, Prof. K.H. Saifuddin Zuhri, Purwokerto","doi":"10.47750/pegegog.14.01.09","DOIUrl":"https://doi.org/10.47750/pegegog.14.01.09","url":null,"abstract":"Indonesia as a multicultural country has a very complex diversity. More differences create greater potential for disunity as well as conflicts between ethnic and cultural groups. Inculcating values of tolerance towards students in Indonesia is a must, because Indonesia does not only consist of one understanding, religion, ethnicity and culture. Therefore, a uniter for Indonesians in order to make the nation live in harmony is needed. One of the concerns is regarding to the religious tolerance in Indonesia. This qualitative research was conducted in Cilacap at Immaculata Foundation, by using observation, interview, and documentation techniques. The data analysis used was interactive analysis, including data reduction, data display, and data conclusion. The findings of this study describe that the values of religious tolerance are applied through routine activities, such as respect, mutual help, cooperation, equality, freedom, justice, and responsibility which are internalized through exemplary, habituation, and the giving of advice to keep the harmony among religions.","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127000828","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 : 2023-08-01DOI: 10.47750/pegegog.13.04.11
Rou-Rou Sung
This study is an interactive and collaborative assistive technology in mathematics learning for students with special needs. The participants in this study were 3 first grade of elementary school students who with autism spectrum disorder, intellectual and developmental disability and developmental delay respectively. The purpose was to promote interpersonal interaction, active participation, and understanding in mathematics for students with special needs. The researcher has used 3D printing adaptive switches and modified toy combined with addition and subtraction arithmetic, to advance their interpersonal interact, participative of initiative, and comprehension of mathematics. Description of design activity:1. Introduced students to 3D printing adaptive switches and modified toy. 2. Guide students to calculate the number of small fish on the modified toy. 3. Game descriptions. 4. Students are divided into 2 groups, one person operates the adaptive switch and the other is responsible for fishing (This section has student assistants participating in the grouping). 5. Write mathematical problems on the blackboard. 6. Assist students to operate and compete. 7. Sharing and giving feedback after the event is over. During the process, improve students' learning performance through specific operations; the emphasis on team cooperation, to cultivate more cooperative behavior; improve learning motivation through interesting teaching materials. Via case study paradigm, collect professional advice and feedback from their participants and special education teachers. Keyword:assistive technology, adaptive switch, students with special needs
{"title":"Mathematics learning for students with special needs","authors":"Rou-Rou Sung","doi":"10.47750/pegegog.13.04.11","DOIUrl":"https://doi.org/10.47750/pegegog.13.04.11","url":null,"abstract":"This study is an interactive and collaborative assistive technology in mathematics learning for students with special needs. The participants in this study were 3 first grade of elementary school students who with autism spectrum disorder, intellectual and developmental disability and developmental delay respectively. The purpose was to promote interpersonal interaction, active participation, and understanding in mathematics for students with special needs. The researcher has used 3D printing adaptive switches and modified toy combined with addition and subtraction arithmetic, to advance their interpersonal interact, participative of initiative, and comprehension of mathematics. Description of design activity:1. Introduced students to 3D printing adaptive switches and modified toy. 2. Guide students to calculate the number of small fish on the modified toy. 3. Game descriptions. 4. Students are divided into 2 groups, one person operates the adaptive switch and the other is responsible for fishing (This section has student assistants participating in the grouping). 5. Write mathematical problems on the blackboard. 6. Assist students to operate and compete. 7. Sharing and giving feedback after the event is over. During the process, improve students' learning performance through specific operations; the emphasis on team cooperation, to cultivate more cooperative behavior; improve learning motivation through interesting teaching materials. Via case study paradigm, collect professional advice and feedback from their participants and special education teachers. Keyword:assistive technology, adaptive switch, students with special needs","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"20 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125995580","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 study aims to compare the efficacy of simultaneous prompting presented via tablets and visual cards in the instruction of spatial concepts to students with intellectual disabilities. A mobile learning software was developed within portable devices by using simultaneous prompting method to teach spatial concepts. The adapted alternating treatments design which is one of the single-subject research methods was used in the study. The dependent variables of the research are left-right, near-far, up-down concepts and independent variables are simultaneous prompting presented with tablet and simultaneous prompting presented with visual cards. A total of 3 students, 1 girl and 2 boys, studying at a private special education school participated in this research. Teaching sessions were held in an individual teaching arrangement. Results were analyzed by graphical analysis. According to the results of the research, it was concluded that there are different levels of effectiveness between teaching with simultaneous prompting presented with tablets and visual cards. It has been found that simultaneous prompting presented with tablets is more efficient than teaching with simultaneous prompting presented with visual cards. Two of the participants were found to have retained the concepts after 1, 3, and 5 weeks.
{"title":"Teaching spatial concepts to children with intellectual disabilities: A comparison of simultaneous prompting presented via tablets and visual cards","authors":"Vasfiye Karabıyık, Cahit Nuri, Başak Bağlama, Meltem Haksiz","doi":"10.47750/pegegog.14.01.14","DOIUrl":"https://doi.org/10.47750/pegegog.14.01.14","url":null,"abstract":"This study aims to compare the efficacy of simultaneous prompting presented via tablets and visual cards in the instruction of spatial concepts to students with intellectual disabilities. A mobile learning software was developed within portable devices by using simultaneous prompting method to teach spatial concepts. The adapted alternating treatments design which is one of the single-subject research methods was used in the study. The dependent variables of the research are left-right, near-far, up-down concepts and independent variables are simultaneous prompting presented with tablet and simultaneous prompting presented with visual cards. A total of 3 students, 1 girl and 2 boys, studying at a private special education school participated in this research. Teaching sessions were held in an individual teaching arrangement. Results were analyzed by graphical analysis. According to the results of the research, it was concluded that there are different levels of effectiveness between teaching with simultaneous prompting presented with tablets and visual cards. It has been found that simultaneous prompting presented with tablets is more efficient than teaching with simultaneous prompting presented with visual cards. Two of the participants were found to have retained the concepts after 1, 3, and 5 weeks.","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131388460","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 : 2023-08-01DOI: 10.47750/pegegog.13.04.04
N. A. Nadhirah, S. Adiputra
The current school climate is no longer peaceful because the prevalence of conflict and violence tends to increase from time to time. In general, students have not been able to resolve conflicts constructively, and the majority of student conflicts are helped to develop by teachers and administrators. Indonesia’s education vision is towards global education and peace education, but peace education in Indonesia does not yet have a clear platform. The purpose of this study was to evaluate the effectiveness of peace education in developing a peaceful classroom climate based on school type and gender. The research approach used is quantitative with quasi-experimental methods and non-equivalent pre-post group design. The research participants were 15 teachers and 72 students who were selected by purposive sampling form vocational high school and senior high school in West Java Province. The instrument used is Peace Class Scale based on Peace Class theory, which is listening when someone is speaking, not excluding anyone, just saying kind of words, speaking softly, showing respect for each other. Data analysis was carried out by testing the difference in the average scores of the two groups using the Independent Sample t test technique. The results is that peace education in total has not been effective in building peaceful classroom. Partially, peace education is more effective in developing respect for female students in vocational secondary schools than male and female students in senior high schools. In the future, recommendations are needed to improve the focus of intervention, strengthen the competence of peace education for teachers, and target interventions that are carried out in stages so that a peaceful climate can be formed in school.
{"title":"The Peace Education Model in Developing a Peaceful Classroom Climate: Lesson-learned from Indonesia","authors":"N. A. Nadhirah, S. Adiputra","doi":"10.47750/pegegog.13.04.04","DOIUrl":"https://doi.org/10.47750/pegegog.13.04.04","url":null,"abstract":"The current school climate is no longer peaceful because the prevalence of conflict and violence tends to increase from time to time. In general, students have not been able to resolve conflicts constructively, and the majority of student conflicts are helped to develop by teachers and administrators. Indonesia’s education vision is towards global education and peace education, but peace education in Indonesia does not yet have a clear platform. The purpose of this study was to evaluate the effectiveness of peace education in developing a peaceful classroom climate based on school type and gender. The research approach used is quantitative with quasi-experimental methods and non-equivalent pre-post group design. The research participants were 15 teachers and 72 students who were selected by purposive sampling form vocational high school and senior high school in West Java Province. The instrument used is Peace Class Scale based on Peace Class theory, which is listening when someone is speaking, not excluding anyone, just saying kind of words, speaking softly, showing respect for each other. Data analysis was carried out by testing the difference in the average scores of the two groups using the Independent Sample t test technique. The results is that peace education in total has not been effective in building peaceful classroom. Partially, peace education is more effective in developing respect for female students in vocational secondary schools than male and female students in senior high schools. In the future, recommendations are needed to improve the focus of intervention, strengthen the competence of peace education for teachers, and target interventions that are carried out in stages so that a peaceful climate can be formed in school.","PeriodicalId":156636,"journal":{"name":"Pegem journal of Education and Instruction","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125639564","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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