Odisha has more than twenty tribal languages and imparting education to these children has had several challenges which have resulted in severe school dropouts. The study attempts to find out the possible outcomes of the language policy from the NEP 2020 of India. The researchers surveyed teachers and parents and conducted interviews with a much-acclaimed language expert from Odisha besides classroom observations. The finding summarizes that mother tongue education plays a significant role in the early childhood learning experience and subjects like Math and Science can be better understood in the mother language. The study found real issues and challenges in the implementation of Three Language Formulas, particularly in tribal-populated regions of the state. The problem of teacher inadequacy and lack of proper training may pose serious hindrances in the implementation of the language policy as envisaged by the NEP 2020. The study also found the status of English in the education system in India as the majority of the parents said that they would like their wards to take up English as their third or second language.
{"title":"Three Language Formula in National Education Policy, 2020 of India: From the Stakeholder’s Perspectives","authors":"Anubha Ray, Padmalaya Sarangi, Bishwaranjan Purohit, Sisir Ranjan Dash","doi":"10.33423/jhetp.v23i13.6369","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6369","url":null,"abstract":"Odisha has more than twenty tribal languages and imparting education to these children has had several challenges which have resulted in severe school dropouts. The study attempts to find out the possible outcomes of the language policy from the NEP 2020 of India. The researchers surveyed teachers and parents and conducted interviews with a much-acclaimed language expert from Odisha besides classroom observations. The finding summarizes that mother tongue education plays a significant role in the early childhood learning experience and subjects like Math and Science can be better understood in the mother language. The study found real issues and challenges in the implementation of Three Language Formulas, particularly in tribal-populated regions of the state. The problem of teacher inadequacy and lack of proper training may pose serious hindrances in the implementation of the language policy as envisaged by the NEP 2020. The study also found the status of English in the education system in India as the majority of the parents said that they would like their wards to take up English as their third or second language.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096389","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 : 2023-09-07DOI: 10.33423/jhetp.v23i13.6371
María Canosa, Almudena Sánchez, José Luis Díaz, Julián Roa
Active methodologies, as innovative agents, are becoming more and more frequent in education, but they are not a majority. However, it is a good resource to adapt the educational system to the current society based on knowledge and information.
This article shows a useful and effective tool to connect with the needs and interests of students through an active methodology. The proposal, a gamification (teaching-learning methodology based on the mechanics of games), approaches the students of 1st grade of secondary education to the algebraic language and equations, combining cooperative learning activities.
Working through gamification means a higher academic performance, an increase in motivation and the development of a positive attitude allowing, in addition, to attend to diversity in the classroom and the use of ICT promoting collaborative work.
Gamification, based on the use of ICT, facilitates the acquisition of knowledge in a more attractive way, favoring their performance.
{"title":"Use of Gamification to Approach the Algebraic Language and Equations in 1st Grade of Secondary Education","authors":"María Canosa, Almudena Sánchez, José Luis Díaz, Julián Roa","doi":"10.33423/jhetp.v23i13.6371","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6371","url":null,"abstract":"Active methodologies, as innovative agents, are becoming more and more frequent in education, but they are not a majority. However, it is a good resource to adapt the educational system to the current society based on knowledge and information.
 This article shows a useful and effective tool to connect with the needs and interests of students through an active methodology. The proposal, a gamification (teaching-learning methodology based on the mechanics of games), approaches the students of 1st grade of secondary education to the algebraic language and equations, combining cooperative learning activities.
 Working through gamification means a higher academic performance, an increase in motivation and the development of a positive attitude allowing, in addition, to attend to diversity in the classroom and the use of ICT promoting collaborative work.
 Gamification, based on the use of ICT, facilitates the acquisition of knowledge in a more attractive way, favoring their performance.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096770","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 : 2023-09-07DOI: 10.33423/jhetp.v23i13.6373
Emad M. Alghazo, Maher Tayseer Sharadgah
The current research aimed to assess the status of counseling services offered to students with Learning Disabilities (SLDs) in Macca as perceived by their teachers. The research methodology employed was descriptive. The sample consisted of 330 teachers (174 males and 156 females) who work in the government schools in Macca during the 2021 academic year. The data was collected using a questionnaire that covered three areas: 1) Psychological counseling services (PCS) consisting of 12 items, 2) Social counseling services (SCS) consisting of 10 items, and 3) Educational counseling services (ECS) consisting of 9 items. The questionnaire was validated and its reliability was established.
The findings revealed that the counseling requirements of secondary school students with Learning Disabilities (SLDs) in Macca, as perceived by their teachers, had a moderate average mean of 2.83. Additionally, the educational counseling services dimension was the top priority with an average mean of 2.88 and a moderate level of consistency, followed by psychological counseling services with an average mean of 2.81 and a moderate level of consistency. Lastly, the social counseling services dimension had the lowest average mean of 2.80 and a moderate level of consistency.
The results also indicated that there were no statistically significant differences in the responses about the availability of counseling services for secondary school students with Specific Learning Disabilities (SLDs) in Macca based on gender, academic background, work environment, years of experience, or the overall survey instrument. The study suggested establishing clear guidelines for counselors to effectively deliver the necessary counseling services for SLDs.
{"title":"The Perception of Secondary School Teachers on the Availability of Counseling Services for Students With Learning Disabilities","authors":"Emad M. Alghazo, Maher Tayseer Sharadgah","doi":"10.33423/jhetp.v23i13.6373","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6373","url":null,"abstract":"The current research aimed to assess the status of counseling services offered to students with Learning Disabilities (SLDs) in Macca as perceived by their teachers. The research methodology employed was descriptive. The sample consisted of 330 teachers (174 males and 156 females) who work in the government schools in Macca during the 2021 academic year. The data was collected using a questionnaire that covered three areas: 1) Psychological counseling services (PCS) consisting of 12 items, 2) Social counseling services (SCS) consisting of 10 items, and 3) Educational counseling services (ECS) consisting of 9 items. The questionnaire was validated and its reliability was established.
 The findings revealed that the counseling requirements of secondary school students with Learning Disabilities (SLDs) in Macca, as perceived by their teachers, had a moderate average mean of 2.83. Additionally, the educational counseling services dimension was the top priority with an average mean of 2.88 and a moderate level of consistency, followed by psychological counseling services with an average mean of 2.81 and a moderate level of consistency. Lastly, the social counseling services dimension had the lowest average mean of 2.80 and a moderate level of consistency.
 The results also indicated that there were no statistically significant differences in the responses about the availability of counseling services for secondary school students with Specific Learning Disabilities (SLDs) in Macca based on gender, academic background, work environment, years of experience, or the overall survey instrument. The study suggested establishing clear guidelines for counselors to effectively deliver the necessary counseling services for SLDs.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096390","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 : 2023-08-23DOI: 10.33423/jhetp.v23i13.6322
{"title":"Exploring Behavioral Challenges Faced by Students with Autism Spectrum Disorder During the Corona Pandemic in Saudi Arabia","authors":"","doi":"10.33423/jhetp.v23i13.6322","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6322","url":null,"abstract":"","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43659478","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}
An Instructional Processor has been developed for use as a design example in an Advanced Digital Systems course. The architecture is modelled in VHDL and can be simulated using Xilinx design tools to demonstrate operation of the processor. A basic microcontroller is then created by adding memory-mapped input/output (I/O). The system can be synthesized and implemented in hardware on a field programmable gate array (FPGA). The goal of this project was to add serial communication capabilities to the Instructional Processor via software and hardware. The enhanced microcontroller can then be interfaced with multiple peripheral devices. The approach for this project was to adapt a UART (universal asynchronous receiver transmitter), based on the MC6811, to the memory-mapped I/O interface developed for the Instructional Processor. This implementation allows direct access to the UART data registers (receive and transmit), status register (flags), and control register (baud rate). Test programs, written in assembly language, were used to test the communication protocol and timing via VHDL simulation. The FPGA microcontroller was also able to communicate with several serial devices at various baud rates. This project successfully added serial communication capabilities to the Instructional Processor. Software and hardware implementations were developed and tested using VHDL and a Xilinx FPGA. The UART has now been added to the processor design example in the Advanced Digital Systems course, giving students an in-depth look at both the internal details and external interfacing of a real-life system. Feedback has been very positive that the simulations and microcontroller implementation help illustrate fundamental design concepts reinforced by actual functioning hardware.
{"title":"Implementing Serial Communication for the Instructional Processor","authors":"R. Hayne","doi":"10.18260/1-2--34784","DOIUrl":"https://doi.org/10.18260/1-2--34784","url":null,"abstract":"An Instructional Processor has been developed for use as a design example in an Advanced Digital Systems course. The architecture is modelled in VHDL and can be simulated using Xilinx design tools to demonstrate operation of the processor. A basic microcontroller is then created by adding memory-mapped input/output (I/O). The system can be synthesized and implemented in hardware on a field programmable gate array (FPGA). The goal of this project was to add serial communication capabilities to the Instructional Processor via software and hardware. The enhanced microcontroller can then be interfaced with multiple peripheral devices. The approach for this project was to adapt a UART (universal asynchronous receiver transmitter), based on the MC6811, to the memory-mapped I/O interface developed for the Instructional Processor. This implementation allows direct access to the UART data registers (receive and transmit), status register (flags), and control register (baud rate). Test programs, written in assembly language, were used to test the communication protocol and timing via VHDL simulation. The FPGA microcontroller was also able to communicate with several serial devices at various baud rates. This project successfully added serial communication capabilities to the Instructional Processor. Software and hardware implementations were developed and tested using VHDL and a Xilinx FPGA. The UART has now been added to the processor design example in the Advanced Digital Systems course, giving students an in-depth look at both the internal details and external interfacing of a real-life system. Feedback has been very positive that the simulations and microcontroller implementation help illustrate fundamental design concepts reinforced by actual functioning hardware.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43351621","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 : 2023-08-23DOI: 10.33423/jhetp.v23i13.6313
{"title":"An Empirical Analysis of Agricultural College Students’ Perceptions of Virtual Learning","authors":"","doi":"10.33423/jhetp.v23i13.6313","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6313","url":null,"abstract":"","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42456284","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 : 2023-08-23DOI: 10.33423/jhetp.v23i13.6325
Ahmad Juhaidi, Analisa Fitria
This study explores and analyzes the knowledge and practices of digital citizenship (DC) of Islamic high school (IHS) students and Islamic higher education (IHE) students. Data were collected using a questionnaire distributed online. The participants were 765 IHS students in South Kalimantan, Indonesia, and 765 at State Islamic University Antasari Banjarmasin, South Kalimantan, Indonesia. Data were processed using T-test to determine the difference between digital citizenship practices and knowledge. Pearson’s correlation was utilized to assess the relationship between knowledge and digital citizenship actions. This study found a significant correlation between students’ knowledge of and practice digital citizenship. The knowledge and practice of digital citizenship of IHS and IHE students were similar. It shows that Islamic educational institutions have yet to be able to instill digital citizenship in Generation Z. Therefore, this study recommends that teachers, lecturers, and managers of Islamic education institutions introduce and instill digital citizenship in schools and universities. The government should also establish policies encouraging digital citizenship as part of learning in Islamic educational institutions.
{"title":"Digital Citizenship of Generation Z in Indonesia: Does Islamic Higher Education Matter?","authors":"Ahmad Juhaidi, Analisa Fitria","doi":"10.33423/jhetp.v23i13.6325","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6325","url":null,"abstract":"This study explores and analyzes the knowledge and practices of digital citizenship (DC) of Islamic high school (IHS) students and Islamic higher education (IHE) students. Data were collected using a questionnaire distributed online. The participants were 765 IHS students in South Kalimantan, Indonesia, and 765 at State Islamic University Antasari Banjarmasin, South Kalimantan, Indonesia. Data were processed using T-test to determine the difference between digital citizenship practices and knowledge. Pearson’s correlation was utilized to assess the relationship between knowledge and digital citizenship actions. This study found a significant correlation between students’ knowledge of and practice digital citizenship. The knowledge and practice of digital citizenship of IHS and IHE students were similar. It shows that Islamic educational institutions have yet to be able to instill digital citizenship in Generation Z. Therefore, this study recommends that teachers, lecturers, and managers of Islamic education institutions introduce and instill digital citizenship in schools and universities. The government should also establish policies encouraging digital citizenship as part of learning in Islamic educational institutions.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45486231","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 : 2023-08-23DOI: 10.33423/jhetp.v23i13.6324
{"title":"Perception About the Mobility Experience of Students in Universities: A Descriptive Study","authors":"","doi":"10.33423/jhetp.v23i13.6324","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6324","url":null,"abstract":"","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48912622","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 : 2023-08-23DOI: 10.33423/jhetp.v23i13.6318
This study aims to measure the impact of SPMI on the quality of teacher learning. The research method uses quantitative analysis of the Wilcoxon Test. Adescriptive statistical analysis is used to provide a general overview of research results. A sample of 146 teachers spread throughout Banten province, Indonesia; the results of the study showed that the quality of teacher learning before implementing SPMI (Y0) had an average score of 2.9 or 72.5% in the 'reasonable' category. After implementing SPMI (Y1), the average score was 3.2 or 80% in the good category. The difference between the two (Y1-Y0/3.2-2.9) is 0.3, or they have a difference of 0.3. A positive sign (0.3) indicates that the average value after SPMI (Y1) is > than the average value before SPMI (Y0) or (Y1 > Y0). This difference is significant after the Wilcoxon test with P-Value / sig. of 0.001 and according to the criteria of Sig. 0.001 < α (0.05) can be said to be significant.
{"title":"Impact Evaluation of the Internal Quality Assurance Systems on the Teacher Learning Quality in Indonesia","authors":"","doi":"10.33423/jhetp.v23i13.6318","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6318","url":null,"abstract":"This study aims to measure the impact of SPMI on the quality of teacher learning. The research method uses quantitative analysis of the Wilcoxon Test. Adescriptive statistical analysis is used to provide a general overview of research results. A sample of 146 teachers spread throughout Banten province, Indonesia; the results of the study showed that the quality of teacher learning before implementing SPMI (Y0) had an average score of 2.9 or 72.5% in the 'reasonable' category. After implementing SPMI (Y1), the average score was 3.2 or 80% in the good category. The difference between the two (Y1-Y0/3.2-2.9) is 0.3, or they have a difference of 0.3. A positive sign (0.3) indicates that the average value after SPMI (Y1) is > than the average value before SPMI (Y0) or (Y1 > Y0). This difference is significant after the Wilcoxon test with P-Value / sig. of 0.001 and according to the criteria of Sig. 0.001 < α (0.05) can be said to be significant.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46916380","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 : 2023-08-23DOI: 10.33423/jhetp.v23i13.6315
M. Limbong
The aim is to determine the influence of Leadership, Culture, and Dormitory Life on Student Character. The method with mixed sequential explanatory. Data collection techniques with instruments, surveys, and interviews. The subject is vocational high school and the object is students and teachers. The analysis technique is a survey of 120 respondents and interviews of 17 respondents. The results found the influence of leadership, culture and dormitory life on character. Research proves that the three variables together have a positive and significant effect on student character. Regression tests the effect of the three variables on the t value X 1 = 2.252, X 2 = 4.127, and X 3 = 2.074, at a significance level = 0.05 and degrees of freedom 42, t table 1.684, then t count is in the area of acceptance of Ha and Ho is rejected, meaning that leadership, school culture and dormitory life simultaneously have a significant effect on student character. Leadership, culture and dormitory life are the main elements in building methods in vocational high schools.
{"title":"Benefits of School Cultural Leadership in Dormitory Life in Student Character Development","authors":"M. Limbong","doi":"10.33423/jhetp.v23i13.6315","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6315","url":null,"abstract":"The aim is to determine the influence of Leadership, Culture, and Dormitory Life on Student Character. The method with mixed sequential explanatory. Data collection techniques with instruments, surveys, and interviews. The subject is vocational high school and the object is students and teachers. The analysis technique is a survey of 120 respondents and interviews of 17 respondents. The results found the influence of leadership, culture and dormitory life on character. Research proves that the three variables together have a positive and significant effect on student character. Regression tests the effect of the three variables on the t value X 1 = 2.252, X 2 = 4.127, and X 3 = 2.074, at a significance level = 0.05 and degrees of freedom 42, t table 1.684, then t count is in the area of acceptance of Ha and Ho is rejected, meaning that leadership, school culture and dormitory life simultaneously have a significant effect on student character. Leadership, culture and dormitory life are the main elements in building methods in vocational high schools.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48856946","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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