Pub Date : 2022-03-08DOI: 10.36312/esaintika.v6i1.577
M. Skhephe
Accounting education is crucial because it establishes the core knowledge required for education and growth in any country. During COVID-19, teachers in Accounting schools, like those in other educational institutions, were expected to adopt virtual classroom to continue their educational activities. This study aimed to demonstrate the virtual classroom readiness of Accounting school teachers in South Africa during the Covid-19 pandemic. The study employed qualitative research methods in this study, and the case study research design was used to explore the reality about virtual classroom readiness of Accounting school teachers and semi-structured interviews and thematic content analysis were employed to generate data. Results show that teachers are not prepared to implement virtual classroom during the Covid-19, according to the findings, and no one is assisting them. Another result indicated that virtual classroom facilities are lacking in schools. Education officials should offer ongoing virtual classroom courses for teachers, according to the study. In this study author concludes that, in order for instructors to be prepared for virtual classroom, educational administrators must oversee its implementation. In this study the author recommends that teachers must notify people in charge of education about what needs to be done in order to provide high-quality instruction.
{"title":"Accounting Teachers’ Readiness for Virtual Classroom During the Covid-19 Pandemic, South Africa","authors":"M. Skhephe","doi":"10.36312/esaintika.v6i1.577","DOIUrl":"https://doi.org/10.36312/esaintika.v6i1.577","url":null,"abstract":"Accounting education is crucial because it establishes the core knowledge required for education and growth in any country. During COVID-19, teachers in Accounting schools, like those in other educational institutions, were expected to adopt virtual classroom to continue their educational activities. This study aimed to demonstrate the virtual classroom readiness of Accounting school teachers in South Africa during the Covid-19 pandemic. The study employed qualitative research methods in this study, and the case study research design was used to explore the reality about virtual classroom readiness of Accounting school teachers and semi-structured interviews and thematic content analysis were employed to generate data. Results show that teachers are not prepared to implement virtual classroom during the Covid-19, according to the findings, and no one is assisting them. Another result indicated that virtual classroom facilities are lacking in schools. Education officials should offer ongoing virtual classroom courses for teachers, according to the study. In this study author concludes that, in order for instructors to be prepared for virtual classroom, educational administrators must oversee its implementation. In this study the author recommends that teachers must notify people in charge of education about what needs to be done in order to provide high-quality instruction.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114743143","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 : 2022-03-04DOI: 10.36312/esaintika.v6i1.579
O. Atubi
Introducing Information Communication Technology (ICT) resources and skills to Social Studies as instructional materials and aids can provide an accessible and flexible Social Studies education at the primary and secondary school levels in Delta State. Hence the aims of this study were to consider various ICT resources that can be harnessed and used by Social Studies teachers for social studies instructions; outline the benefits of ICT to students and teachers of Social Studies and identify the challenges affecting its usage for Social Studies instructions in Delta State. The study employed the survey research design, a sample of sixty (60) Social Studies teachers from six primaries and six Junior Secondary Schools selected randomly from six Local Government Areas of the state. The main instrument for data collection was a well- structured questionnaire designed to obtain data and centered around the main objectives of the study. Sixty (60) copies of the questionnaire were distributed and sixty (60) copies were retrieved and used for data analysis. While data gathered were analyzed using statistical tools of mean and percentages. The result revealed that ICT resources and skills such as android phones, internet browsing, power point projection, virtual learning and computers assist in teaching Social Studies concepts. Secondly, the study revealed that ICT skills and facilities contribute meaningfully to Social Studies instructions when used by teachers, students will derive holistic knowledge when taught with ICT tools. Meanwhile the findings showed that there exist many setbacks and challenges in ICT usage such as funding, capacity building and lack of electricity supply amongst others. Based on these findings, one of the recommendations made was that stakeholders in the education sector both government and private organizations, should be concerned with the provision of ICT facilities in primary and junior secondary schools across Delta State.
{"title":"Information Communication Technology and Social Studies Instruction in Delta State, Nigeria","authors":"O. Atubi","doi":"10.36312/esaintika.v6i1.579","DOIUrl":"https://doi.org/10.36312/esaintika.v6i1.579","url":null,"abstract":"Introducing Information Communication Technology (ICT) resources and skills to Social Studies as instructional materials and aids can provide an accessible and flexible Social Studies education at the primary and secondary school levels in Delta State. Hence the aims of this study were to consider various ICT resources that can be harnessed and used by Social Studies teachers for social studies instructions; outline the benefits of ICT to students and teachers of Social Studies and identify the challenges affecting its usage for Social Studies instructions in Delta State. The study employed the survey research design, a sample of sixty (60) Social Studies teachers from six primaries and six Junior Secondary Schools selected randomly from six Local Government Areas of the state. The main instrument for data collection was a well- structured questionnaire designed to obtain data and centered around the main objectives of the study. Sixty (60) copies of the questionnaire were distributed and sixty (60) copies were retrieved and used for data analysis. While data gathered were analyzed using statistical tools of mean and percentages. The result revealed that ICT resources and skills such as android phones, internet browsing, power point projection, virtual learning and computers assist in teaching Social Studies concepts. Secondly, the study revealed that ICT skills and facilities contribute meaningfully to Social Studies instructions when used by teachers, students will derive holistic knowledge when taught with ICT tools. Meanwhile the findings showed that there exist many setbacks and challenges in ICT usage such as funding, capacity building and lack of electricity supply amongst others. Based on these findings, one of the recommendations made was that stakeholders in the education sector both government and private organizations, should be concerned with the provision of ICT facilities in primary and junior secondary schools across Delta State.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130159366","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 : 2021-11-30DOI: 10.36312/esaintika.v5i3.581
Muhali Muhali, B. Prahani, H. Mubarok, N. Kurnia, M. Asy'ari
The current study describes how the guided-discovery-learning model impacts students' conceptual understanding (SCU) and students’ critical thinking skills (SCTS) on the topic of solubility. The quasi-experimental research with a posttest-only nonequivalent control group design was used in this study. The experimental group (45 students) and the control group (47 students) were selected by the saturated sampling technique. Data on SCU was collected using an objective true false test instrument with correction/proofing, while data on critical thinking skills was collected using an essay test instrument. The research data were analyzed descriptively and statistically (Mann-Whitney U). The research found the SCU (mean= 81.51 vs. mean= 72.81) and SCTS (mean= 70.46 vs. mean= 58.43) in the experimental group was better than the control group, both descriptively and statistically (p < 0.05). These findings indicate that the guided-discovery-learning model significantly impacted SCU and SCTS on the solubility topic.
{"title":"The Impact of Guided-Discovery-Learning Model on Students' Conceptual Understanding and Critical Thinking Skills","authors":"Muhali Muhali, B. Prahani, H. Mubarok, N. Kurnia, M. Asy'ari","doi":"10.36312/esaintika.v5i3.581","DOIUrl":"https://doi.org/10.36312/esaintika.v5i3.581","url":null,"abstract":"The current study describes how the guided-discovery-learning model impacts students' conceptual understanding (SCU) and students’ critical thinking skills (SCTS) on the topic of solubility. The quasi-experimental research with a posttest-only nonequivalent control group design was used in this study. The experimental group (45 students) and the control group (47 students) were selected by the saturated sampling technique. Data on SCU was collected using an objective true false test instrument with correction/proofing, while data on critical thinking skills was collected using an essay test instrument. The research data were analyzed descriptively and statistically (Mann-Whitney U). The research found the SCU (mean= 81.51 vs. mean= 72.81) and SCTS (mean= 70.46 vs. mean= 58.43) in the experimental group was better than the control group, both descriptively and statistically (p < 0.05). These findings indicate that the guided-discovery-learning model significantly impacted SCU and SCTS on the solubility topic.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124029490","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 : 2021-11-30DOI: 10.36312/esaintika.v5i3.484
Nur Ihsan Halil, Takwa, Musliha
This research aims to investigate the implementation of politeness in the language of lecturers and students as well as students and students through online lectures at the Faculty of Teacher Training and Education, Universitas Sembilanbelas November Kolaka on the WhatsApp application. The research methodology used is descriptive qualitative with a focus on research, namely the fulfillment and violations of the principles of politeness in the language contained in online lecture conversations on WhatsApp. The data collection technique uses documentation or screenshots, and the data analysis technique uses content analysis methods with inductive procedures. The results indicate that the communication of lecturers to students and students to students based on the WhatsApp social network still pays attention to the principles of linguistic politeness in communication discourse. Based on the WhatsApp social network, students and lecturers can meet the principles of linguistic politeness, including maxim of wisdom, generosity, appreciation, simplicity, compatibility, and sympathy. However, there were also still some violations of the principle of politeness.
{"title":"Implementation of Linguistic politeness throughout Online Lectures via WhatsApp during the Covid-19 Pandemic","authors":"Nur Ihsan Halil, Takwa, Musliha","doi":"10.36312/esaintika.v5i3.484","DOIUrl":"https://doi.org/10.36312/esaintika.v5i3.484","url":null,"abstract":"This research aims to investigate the implementation of politeness in the language of lecturers and students as well as students and students through online lectures at the Faculty of Teacher Training and Education, Universitas Sembilanbelas November Kolaka on the WhatsApp application. The research methodology used is descriptive qualitative with a focus on research, namely the fulfillment and violations of the principles of politeness in the language contained in online lecture conversations on WhatsApp. The data collection technique uses documentation or screenshots, and the data analysis technique uses content analysis methods with inductive procedures. The results indicate that the communication of lecturers to students and students to students based on the WhatsApp social network still pays attention to the principles of linguistic politeness in communication discourse. Based on the WhatsApp social network, students and lecturers can meet the principles of linguistic politeness, including maxim of wisdom, generosity, appreciation, simplicity, compatibility, and sympathy. However, there were also still some violations of the principle of politeness.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131394469","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 : 2021-11-30DOI: 10.36312/esaintika.v5i3.426
Amalia Firdausi, F. Wulandari
This study aims to determine the feasibility of the module in improving students' understanding of eco-literacy. This research is development research using the 4D development model with ten students as research participants. The learning module developed is validated by two competent validators from internal and external campuses. The feasibility of the module includes the validity and reliability of the module as measured by the validation questionnaire sheet. The validation results show that the module obtained an average score of 3.66 (very valid category), with the reliability score of 0.83 (real category). The research data were analyzed descriptively and quantitatively. Students' understanding was measured on the competency test in the module on the pretest and posttest after giving the treatment. The results of the module trial calculated using the N-gain formula indicate that the effectiveness was under the high category with a score of 0.703 with an average pretest and posttest values of 43.7 and 83.49, respectively. Based on the study results, it can be concluded that the web-based science learning module developed is valid, reliable, and effective in improving students' understanding of eco-literacy.
{"title":"Development of Web-Based Science Learning Module in Improving the Students’ Understanding of Eco-Literacy","authors":"Amalia Firdausi, F. Wulandari","doi":"10.36312/esaintika.v5i3.426","DOIUrl":"https://doi.org/10.36312/esaintika.v5i3.426","url":null,"abstract":"This study aims to determine the feasibility of the module in improving students' understanding of eco-literacy. This research is development research using the 4D development model with ten students as research participants. The learning module developed is validated by two competent validators from internal and external campuses. The feasibility of the module includes the validity and reliability of the module as measured by the validation questionnaire sheet. The validation results show that the module obtained an average score of 3.66 (very valid category), with the reliability score of 0.83 (real category). The research data were analyzed descriptively and quantitatively. Students' understanding was measured on the competency test in the module on the pretest and posttest after giving the treatment. The results of the module trial calculated using the N-gain formula indicate that the effectiveness was under the high category with a score of 0.703 with an average pretest and posttest values of 43.7 and 83.49, respectively. Based on the study results, it can be concluded that the web-based science learning module developed is valid, reliable, and effective in improving students' understanding of eco-literacy.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128602606","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 : 2021-11-30DOI: 10.36312/esaintika.v5i3.571
Nune Wire Panji Sakti, Rusdiana Yusuf, Adi Suriatno, Johan Irmansyah
The physical education learning process through the scientific method emphasizes finding information about the basic techniques/skills taught and game rules to find solutions to every problem encountered. This study aims to determine the results of the implementation of the scientific method in learning physical education. The study design was a cross-sectional study. There were 386 students and three physical education teachers participants. The data collection procedure in this study used an assessment questionnaire for students and an interview protocol for physical education teachers. Two research instruments were used: student questionnaire sheets and teacher interview protocols. Student questionnaire data were analyzed using quantitative descriptive and physical education teacher interview data were analyzed using qualitative descriptive. The results of the assessment of the response of class students indicate that the implementation of the scientific method in physical education learning has been going very well. This is evidenced by the percentage value of the assessment of more than 75%, both in the initial, core, and final activity variables. This research has an impact on increasing the knowledge and competence of teachers related to scientific methods and improving the quality of physical education learning.
{"title":"Scientific Method in Physical Education Learning: A Cross-Sectional Study","authors":"Nune Wire Panji Sakti, Rusdiana Yusuf, Adi Suriatno, Johan Irmansyah","doi":"10.36312/esaintika.v5i3.571","DOIUrl":"https://doi.org/10.36312/esaintika.v5i3.571","url":null,"abstract":"The physical education learning process through the scientific method emphasizes finding information about the basic techniques/skills taught and game rules to find solutions to every problem encountered. This study aims to determine the results of the implementation of the scientific method in learning physical education. The study design was a cross-sectional study. There were 386 students and three physical education teachers participants. The data collection procedure in this study used an assessment questionnaire for students and an interview protocol for physical education teachers. Two research instruments were used: student questionnaire sheets and teacher interview protocols. Student questionnaire data were analyzed using quantitative descriptive and physical education teacher interview data were analyzed using qualitative descriptive. The results of the assessment of the response of class students indicate that the implementation of the scientific method in physical education learning has been going very well. This is evidenced by the percentage value of the assessment of more than 75%, both in the initial, core, and final activity variables. This research has an impact on increasing the knowledge and competence of teachers related to scientific methods and improving the quality of physical education learning.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122440451","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 : 2021-11-30DOI: 10.36312/esaintika.v5i3.542
Shafiq Mohd Hizam, M. Bilad, N. A. H. Md Nordin, Norazanita Shamsuddin
During crude oil and natural gas extraction from a reservoir, a large amount of water is also produced. The water fraction contains oil, grease, organic and inorganic constituents, called produced water (PW). Over the years, efficient treatment of PW has been concerned. PW has been treated with various technologies, namely floatation, filtration, coagulation/flocculation, or biological processes. Those technologies were assembled to achieve discharge standards while minimizing the cost. Exploration of membrane-based technologies for the treatment of PW has recently been reported, including the emerging forward osmosis (FO) process. This paper reviews the research progress on the FO process for PW treatment. A brief introduction to the traditional treatment technologies is first provided. Next, the basics of the FO process and research progress on the application of FO on PW treatment are discussed. Finally, techniques for fouling control in FO are reviewed, namely osmotic backwashing, ultrasound, chemical cleaning, and air sparging.
{"title":"Forward Osmosis for Produced Water Treatment: A Comprehensive Review","authors":"Shafiq Mohd Hizam, M. Bilad, N. A. H. Md Nordin, Norazanita Shamsuddin","doi":"10.36312/esaintika.v5i3.542","DOIUrl":"https://doi.org/10.36312/esaintika.v5i3.542","url":null,"abstract":"During crude oil and natural gas extraction from a reservoir, a large amount of water is also produced. The water fraction contains oil, grease, organic and inorganic constituents, called produced water (PW). Over the years, efficient treatment of PW has been concerned. PW has been treated with various technologies, namely floatation, filtration, coagulation/flocculation, or biological processes. Those technologies were assembled to achieve discharge standards while minimizing the cost. Exploration of membrane-based technologies for the treatment of PW has recently been reported, including the emerging forward osmosis (FO) process. This paper reviews the research progress on the FO process for PW treatment. A brief introduction to the traditional treatment technologies is first provided. Next, the basics of the FO process and research progress on the application of FO on PW treatment are discussed. Finally, techniques for fouling control in FO are reviewed, namely osmotic backwashing, ultrasound, chemical cleaning, and air sparging.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116016740","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 investigates the culture-based instructional materials (C-BIM) model to improve students’ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the students’ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the students’ and teachers’ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of students’ and teachers’ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects students’ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.
{"title":"The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception","authors":"Haerazi Haerazi, Sadaf Dehghani, Umi Rachmawati, Dedi Irwansyah","doi":"10.36312/esaintika.v5i2.503","DOIUrl":"https://doi.org/10.36312/esaintika.v5i2.503","url":null,"abstract":"This study investigates the culture-based instructional materials (C-BIM) model to improve students’ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the students’ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the students’ and teachers’ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of students’ and teachers’ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects students’ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122715631","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 : 2021-07-30DOI: 10.36312/esaintika.v5i2.479
Hasan Djidu, Sufri Mashuri, N. Nasruddin, A. Sejati, R. Rasmuin, La Eru Ugi, Afudin La Arua
This study aimed to describe the challenges of higher education in implementing online learning during the pandemic Covid-19 outbreak. This study was a qualitative research with a phenomenological approach. Data were collected from 408 students and 20 Lectures from 6 public universities and 6 private universities in Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara, and Maluku, by filling out online questionaires and in-depth interviews via social media. The process of data analysis was data reduction, identifying themes, mapping interrelationships between themes, and concluding findings The results of data analysis showed that there were two main challenges, both for lecturers and students. First, limited resources, such as electronic devices (laptops/smartphones/others), learning resources, electricity, and internet connections. Second, lack of knowledge/skills on how to use the online learning media, finding and/or providing learning resources, managing online learning, providing online measuring tools, and carrying out online assessments. This condition has the greatest impact on students from low economic families, and who live in areas with limited access to learning facilities, such as electricity, and internet connections. Most of them lose learning opportunities because of these limitations. Third, the difficulty of time management during the online learning period.
{"title":"Online learning in the post-Covid-19 pandemic era: Is our higher education ready for it?","authors":"Hasan Djidu, Sufri Mashuri, N. Nasruddin, A. Sejati, R. Rasmuin, La Eru Ugi, Afudin La Arua","doi":"10.36312/esaintika.v5i2.479","DOIUrl":"https://doi.org/10.36312/esaintika.v5i2.479","url":null,"abstract":"This study aimed to describe the challenges of higher education in implementing online learning during the pandemic Covid-19 outbreak. This study was a qualitative research with a phenomenological approach. Data were collected from 408 students and 20 Lectures from 6 public universities and 6 private universities in Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara, and Maluku, by filling out online questionaires and in-depth interviews via social media. The process of data analysis was data reduction, identifying themes, mapping interrelationships between themes, and concluding findings The results of data analysis showed that there were two main challenges, both for lecturers and students. First, limited resources, such as electronic devices (laptops/smartphones/others), learning resources, electricity, and internet connections. Second, lack of knowledge/skills on how to use the online learning media, finding and/or providing learning resources, managing online learning, providing online measuring tools, and carrying out online assessments. This condition has the greatest impact on students from low economic families, and who live in areas with limited access to learning facilities, such as electricity, and internet connections. Most of them lose learning opportunities because of these limitations. Third, the difficulty of time management during the online learning period.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124022555","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 : 2021-07-30DOI: 10.36312/esaintika.v5i2.429
O. Atubi
The study aimed at reporting the perception and usage of community resources by Social Studies and Civic Education teachers in Delta State, South South, Nigeria. Two research questions and one hypothesis were raised to give the study a direction. A sample of 196 out of a population of 656 Social Studies and Civic Education teachers was used for this study. Instrumentation was done with researcher’s designed questionnaire with a reliability index of 0.89. Data was analyzed with percentage for research questions and Analysis of Variance (ANOVA) was used to test the hypothesis of the study. Findings of the study demonstrated that Social Studies and Civic Education teachers of public schools in Delta State perceive the use of community resources to be high for effective teaching but usage of the resources was relatively low. Hence the study concluded by recommending that spirited effort be made by all the stakeholders involved to employ the judicious use of community resources for Social Studies and Civic Education instructions in secondary schools of Delta State.
{"title":"Teachers Perception, Usage of Community Resources in Social Studies and Civic Education, Delta State, Nigeria","authors":"O. Atubi","doi":"10.36312/esaintika.v5i2.429","DOIUrl":"https://doi.org/10.36312/esaintika.v5i2.429","url":null,"abstract":"The study aimed at reporting the perception and usage of community resources by Social Studies and Civic Education teachers in Delta State, South South, Nigeria. Two research questions and one hypothesis were raised to give the study a direction. A sample of 196 out of a population of 656 Social Studies and Civic Education teachers was used for this study. Instrumentation was done with researcher’s designed questionnaire with a reliability index of 0.89. Data was analyzed with percentage for research questions and Analysis of Variance (ANOVA) was used to test the hypothesis of the study. Findings of the study demonstrated that Social Studies and Civic Education teachers of public schools in Delta State perceive the use of community resources to be high for effective teaching but usage of the resources was relatively low. Hence the study concluded by recommending that spirited effort be made by all the stakeholders involved to employ the judicious use of community resources for Social Studies and Civic Education instructions in secondary schools of Delta State.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124931439","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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