A.A. Nogaibayeva, G. Kassymova, Sulis Triyono, Binar Winantaka
This article reports on the findings of what we consider to be the first study of its sort on the use of ICT (information and communication technology) in English, Russian, and Kazakh language teachers in a single university in Kazakhstan. Participants include 111 (English, Russian, Kazakh) instructors from three departments. The study’s goal was to look at these language teachers’ ICT use and the elements that influence their use of ICT as a teaching tool. The following study issues were addressed using questionnaires and follow-up semi-structured interviews: What is the present state of information and communication technology (ICT) use among a group of language teachers in a single university in Kazakhstan? What ICT skills do language teachers have, and what training is available? What are factors that encourage/discourage the use of ICT in their teaching and learning? Findings support the idea that most teachers have owned their own computers to be used in the class and most teachers in the study had adequate skills. However, computer use is mainly limited to PowerPoint presentations but there are patterns of creative ICT use. Positive factors affecting ICT use include willingness to ICT use in teaching and the benefits to both teachers and learners, while negative factors include inadequate professional support, poor training, and the need for a more holistic approach to ICT integration. The conclusions are that ICT is acknowledged as essential and advantageous to language learners as well as teachers from a teaching perspective and that teachers require additional training: to provide training opportunities at the institutional level to support their ICT use and to help language teachers better understand the pedagogy of technology use and incorporate ICT into their instruction. The authors propose that this type of support might be offered through professional development activities that are tailored to the context of language teaching and learning.
{"title":"Language teachers’ ICT up-take in a single university in the developing country Kazakhstan","authors":"A.A. Nogaibayeva, G. Kassymova, Sulis Triyono, Binar Winantaka","doi":"10.21831/cp.v42i2.57488","DOIUrl":"https://doi.org/10.21831/cp.v42i2.57488","url":null,"abstract":"This article reports on the findings of what we consider to be the first study of its sort on the use of ICT (information and communication technology) in English, Russian, and Kazakh language teachers in a single university in Kazakhstan. Participants include 111 (English, Russian, Kazakh) instructors from three departments. The study’s goal was to look at these language teachers’ ICT use and the elements that influence their use of ICT as a teaching tool. The following study issues were addressed using questionnaires and follow-up semi-structured interviews: What is the present state of information and communication technology (ICT) use among a group of language teachers in a single university in Kazakhstan? What ICT skills do language teachers have, and what training is available? What are factors that encourage/discourage the use of ICT in their teaching and learning? Findings support the idea that most teachers have owned their own computers to be used in the class and most teachers in the study had adequate skills. However, computer use is mainly limited to PowerPoint presentations but there are patterns of creative ICT use. Positive factors affecting ICT use include willingness to ICT use in teaching and the benefits to both teachers and learners, while negative factors include inadequate professional support, poor training, and the need for a more holistic approach to ICT integration. The conclusions are that ICT is acknowledged as essential and advantageous to language learners as well as teachers from a teaching perspective and that teachers require additional training: to provide training opportunities at the institutional level to support their ICT use and to help language teachers better understand the pedagogy of technology use and incorporate ICT into their instruction. The authors propose that this type of support might be offered through professional development activities that are tailored to the context of language teaching and learning.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89222228","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}
Cooperative learning has become a fundamental teaching-learning strategy for the social construction of knowledge. This methodology is ideal for students at kindergarten in regions such as Latin America and the Caribbean, where the effects of learning poverty condition socioeconomic development. Therefore, the objective was to evaluate the incidence of cooperative learning in the teaching of geometry in 5-year-old students belonging to educational institutions of the kindergarten in the three natural regions of Peru. This was qualitative, descriptive-correlational research. Two data collection instruments were applied to 78 students who served as a sample. To analyze the relationship between the variables, Spearman's Rank-Order was used, which confirmed the positive relationship between them; therefore, the influence of incorporating this type of learning does have an impact on the logical development of children. Quality education with optimal learning strategies will lead these students in the future to a good level of performance in academic tests such as PISA.
{"title":"Cooperative learning for geometric notions in kids of 5-years-old in kindergarten","authors":"Dulio Oseda, Ruth Katherine Mendivel Gerónimo, Jesús Mery Arias Huánuco, Angélica Sánchez Castro","doi":"10.21831/cp.v42i2.47055","DOIUrl":"https://doi.org/10.21831/cp.v42i2.47055","url":null,"abstract":"Cooperative learning has become a fundamental teaching-learning strategy for the social construction of knowledge. This methodology is ideal for students at kindergarten in regions such as Latin America and the Caribbean, where the effects of learning poverty condition socioeconomic development. Therefore, the objective was to evaluate the incidence of cooperative learning in the teaching of geometry in 5-year-old students belonging to educational institutions of the kindergarten in the three natural regions of Peru. This was qualitative, descriptive-correlational research. Two data collection instruments were applied to 78 students who served as a sample. To analyze the relationship between the variables, Spearman's Rank-Order was used, which confirmed the positive relationship between them; therefore, the influence of incorporating this type of learning does have an impact on the logical development of children. Quality education with optimal learning strategies will lead these students in the future to a good level of performance in academic tests such as PISA.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87176799","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 aimed at determine the role of the diversity value and the educational environment on Indonesian student nationalism. A quantitative approach was used with descriptive and inferential regression methods, while the populations were all Indonesian students at public and private universities. Furthermore, the samples consisted of 916 respondents obtained through purposive sampling covering the clusters of Eastern Indonesia, namely NTB and NTT, the Central, which include Kalimantan, and that of West, namely Java and Sumatra. The data were collected through a questionnaire that was tested for validity and reliability, while the instrument was analyzed using the EFA technique and the hypothesis was tested through regression analysis with SEM program. It was discovered that the diversity value and the educational environment had a significant role in the knowledge, attitudes, and behavior of Indonesian student nationalism, such that an increase in the educational environment also leads to the improvement of nationalism attitude. Similarly, the diversity value had a positive significant effect on the Indonesian student nationalism knowledge and attitude. This means that its increase results in improved knowledge of nationalism. Therefore, this study has been able to prove that the fear of a decline in student nationalism is irrelevant.
{"title":"Excellence of the diversity value and the educational environment on student nationalism","authors":"R. Rukiyati, F. Hanum, L. A. Purwastuti","doi":"10.21831/cp.v42i2.55797","DOIUrl":"https://doi.org/10.21831/cp.v42i2.55797","url":null,"abstract":"This study aimed at determine the role of the diversity value and the educational environment on Indonesian student nationalism. A quantitative approach was used with descriptive and inferential regression methods, while the populations were all Indonesian students at public and private universities. Furthermore, the samples consisted of 916 respondents obtained through purposive sampling covering the clusters of Eastern Indonesia, namely NTB and NTT, the Central, which include Kalimantan, and that of West, namely Java and Sumatra. The data were collected through a questionnaire that was tested for validity and reliability, while the instrument was analyzed using the EFA technique and the hypothesis was tested through regression analysis with SEM program. It was discovered that the diversity value and the educational environment had a significant role in the knowledge, attitudes, and behavior of Indonesian student nationalism, such that an increase in the educational environment also leads to the improvement of nationalism attitude. Similarly, the diversity value had a positive significant effect on the Indonesian student nationalism knowledge and attitude. This means that its increase results in improved knowledge of nationalism. Therefore, this study has been able to prove that the fear of a decline in student nationalism is irrelevant.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77136230","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}
Masa depan keberagaman Indonesia antara lain dipengaruhi oleh desain dan kebijakan pendidikan. Berkenaan dengan hal itu, penelitian ini bertujuan untuk menganalisis dampak aktual dan potensial dari kebijakan pendidikan Kampus Merdeka dalam memperkuat perjumpaan multikultural. Berdasarkan konteks spesifik Universitas Negeri Yogyakarta (UNY), Indonesia, penelitian ini menggunakan metode kualitatif untuk mengungkap program Merdeka Belajar-Kampus Merdeka (MBKM) dalam memberikan perjumpaan multikultural yang aktual dan potensial, khususnya di Fakultas Ilmu Sosial. Penentuan subjek penelitian adalah menggabungkan purposive dan snowball sampling. Teknik analisis data menggunakan pendekatan induktif untuk analisis data kualitatif. Tahapan analisis data terdiri dari reduksi data, tampilan data, kesimpulan, dan verifikasi, sedangkan pengecekan validitas menggunakan triangulasi. Studi ini menyimpulkan bahwa program MBKM memberikan pengalaman dan ruang pertemuan lintas etnis bagi siswa untuk saling berbagi keragaman identitas. Perjumpaan tersebut melalui program hak belajar tiga semester di luar program studi. Perjumpaan lintas identitas dalam program MBKM juga memungkinkan mahasiswa untuk menggabungkan aspek kepedulian terhadap masalah struktural dan budaya melalui program turunan hak belajar tiga semester di luar program studi. Dampak sebenarnya dari program MBKM antara lain menyediakan ruang penguatan multikulturalisme, melalui pertukaran pelajar, fasilitasi Center of Excellence (CoE), dan pemerataan pendidikan untuk semua. Selain itu, peraturan yang diperlukan telah dikeluarkan untuk memberikan dampak potensial untuk mengoptimalkan pertemuan multikultural melalui pertukaran pelajar, terutama pemahaman antarbudaya atau program kolaborasi multikultural.
{"title":"Multicultural encounters within kampus merdeka: A study on educational policy impact to bolster diversity","authors":"S. Suharno, R. Rifai, A. Sudrajat","doi":"10.21831/cp.v42i2.58223","DOIUrl":"https://doi.org/10.21831/cp.v42i2.58223","url":null,"abstract":"Masa depan keberagaman Indonesia antara lain dipengaruhi oleh desain dan kebijakan pendidikan. Berkenaan dengan hal itu, penelitian ini bertujuan untuk menganalisis dampak aktual dan potensial dari kebijakan pendidikan Kampus Merdeka dalam memperkuat perjumpaan multikultural. Berdasarkan konteks spesifik Universitas Negeri Yogyakarta (UNY), Indonesia, penelitian ini menggunakan metode kualitatif untuk mengungkap program Merdeka Belajar-Kampus Merdeka (MBKM) dalam memberikan perjumpaan multikultural yang aktual dan potensial, khususnya di Fakultas Ilmu Sosial. Penentuan subjek penelitian adalah menggabungkan purposive dan snowball sampling. Teknik analisis data menggunakan pendekatan induktif untuk analisis data kualitatif. Tahapan analisis data terdiri dari reduksi data, tampilan data, kesimpulan, dan verifikasi, sedangkan pengecekan validitas menggunakan triangulasi. Studi ini menyimpulkan bahwa program MBKM memberikan pengalaman dan ruang pertemuan lintas etnis bagi siswa untuk saling berbagi keragaman identitas. Perjumpaan tersebut melalui program hak belajar tiga semester di luar program studi. Perjumpaan lintas identitas dalam program MBKM juga memungkinkan mahasiswa untuk menggabungkan aspek kepedulian terhadap masalah struktural dan budaya melalui program turunan hak belajar tiga semester di luar program studi. Dampak sebenarnya dari program MBKM antara lain menyediakan ruang penguatan multikulturalisme, melalui pertukaran pelajar, fasilitasi Center of Excellence (CoE), dan pemerataan pendidikan untuk semua. Selain itu, peraturan yang diperlukan telah dikeluarkan untuk memberikan dampak potensial untuk mengoptimalkan pertemuan multikultural melalui pertukaran pelajar, terutama pemahaman antarbudaya atau program kolaborasi multikultural.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77598373","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}
Hikmad Hakim, Hasmyati Hasmyati, Muhammad Zulfikar, Nur Indah Atifah Anwar, Hezron Alhim Dos Santos, A. Hamzah
The study aims to reveal the effect of inquiry learning model with modeling application to improve students' self-efficacy. Single-mastery and multiple-coping are used in the modeling. The study used nonequivalent pre-test and post-test control group design. The first experimental group received the inquiry learning model treatment with single-mastery modeling. The second group received received the inquiry learning model treatment with multiple-coping modeling. The direct learning model applied to the control group. Eighty seven students from three classes were taken as research sample using cluster random sampling technique. The treatment lasted for six meetings which were divided into one meeting every week. The instrument used is the physical education self-efficacy scale which was developed in this study based on Bandura's self-efficacy theory. Paired sample t-test and ANCOVA were used to analyze the data. In the two experimental groups, there was significant increase in students' self-efficacy through the application of the inquiry learning model with single-mastery modeling and the inquiry learning model with multiple-coping modeling. Inquiry learning model with multiple-coping modeling is more effective in increasing students' self-efficacy than inquiry learning model with single-mastery modeling and direct learning model.
{"title":"Improving student’s self-efficacy through inquiry learning model and modeling in physical education","authors":"Hikmad Hakim, Hasmyati Hasmyati, Muhammad Zulfikar, Nur Indah Atifah Anwar, Hezron Alhim Dos Santos, A. Hamzah","doi":"10.21831/cp.v42i2.57759","DOIUrl":"https://doi.org/10.21831/cp.v42i2.57759","url":null,"abstract":"The study aims to reveal the effect of inquiry learning model with modeling application to improve students' self-efficacy. Single-mastery and multiple-coping are used in the modeling. The study used nonequivalent pre-test and post-test control group design. The first experimental group received the inquiry learning model treatment with single-mastery modeling. The second group received received the inquiry learning model treatment with multiple-coping modeling. The direct learning model applied to the control group. Eighty seven students from three classes were taken as research sample using cluster random sampling technique. The treatment lasted for six meetings which were divided into one meeting every week. The instrument used is the physical education self-efficacy scale which was developed in this study based on Bandura's self-efficacy theory. Paired sample t-test and ANCOVA were used to analyze the data. In the two experimental groups, there was significant increase in students' self-efficacy through the application of the inquiry learning model with single-mastery modeling and the inquiry learning model with multiple-coping modeling. Inquiry learning model with multiple-coping modeling is more effective in increasing students' self-efficacy than inquiry learning model with single-mastery modeling and direct learning model.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85434513","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}
S. Subanji, T. Nusantara, Sukoriyanto* Sukoriyanto*, Satriya Adika Arif Atmaja
For students to compete with the rapid advancement in science, technology, and the arts, creativity must be more than just a necessary skill. This study of levels of creativity performed when addressing statistical issues is a follow-up to earlier studies. To create a distinctive model, a controversial aspect was used. The study revealed that there were five levels of creative models, in addition to the three levels of the earlier research: pre-imitation, imitation, modification, combination, and construction. The pre-imitation stage is defined by the subject's limited capacity for imitation. The level of imitation is determined by the act of copying methods even when one does not actually understand them. The modification level is essentially defined by the process of altering a procedure so that it can be applied to solve an issue. The process for merging several settings or problem-solving strategies also serves to define the level of combination. The construction level is determined by the process of developing new methods to handle problems.
{"title":"Student’s creative model in solving mathematics controversial problems","authors":"S. Subanji, T. Nusantara, Sukoriyanto* Sukoriyanto*, Satriya Adika Arif Atmaja","doi":"10.21831/cp.v42i2.55979","DOIUrl":"https://doi.org/10.21831/cp.v42i2.55979","url":null,"abstract":"For students to compete with the rapid advancement in science, technology, and the arts, creativity must be more than just a necessary skill. This study of levels of creativity performed when addressing statistical issues is a follow-up to earlier studies. To create a distinctive model, a controversial aspect was used. The study revealed that there were five levels of creative models, in addition to the three levels of the earlier research: pre-imitation, imitation, modification, combination, and construction. The pre-imitation stage is defined by the subject's limited capacity for imitation. The level of imitation is determined by the act of copying methods even when one does not actually understand them. The modification level is essentially defined by the process of altering a procedure so that it can be applied to solve an issue. The process for merging several settings or problem-solving strategies also serves to define the level of combination. The construction level is determined by the process of developing new methods to handle problems.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89153418","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 research is part of the development of teacher assessment literacy instruments. The research objective at this stage was to determine the content validity of the instrument. The instruments developed were 25 multiple-choice items constructed from Assessment Objectives, Measurement Theory, Assessment Process, and Assessment Fairness. Then the instrument is assessed qualitatively through a Focus Group Discussion to collect various suggestions and input from various points of view. After that the instrument was assessed quantitatively by 3 experts with 6 aspects of assessment, namely 1) the relevance of the item to the assessment literacy dimension, 2) relevance of items with indicators, 3) clarity of the main items, 4) logical answer options, 5) standardization of language, and 6) the functioning of descriptions/ cases/ pictures/ tables on items. The collected data were analyzed according to the type of data. Qualitative data analyzed using a qualitative approach, while quantitative data were analyzed using Conten Validity Index (CVI). The results showed that of the 25 items, each had a CVI value of more than 0.60 with an average of 0.96. So it can be concluded that the items and instruments of assessment literacy have valid criteria based on content.
{"title":"Content validity analysis of literacy assessment instruments","authors":"D. S. Anggara, C. Abdillah","doi":"10.21831/cp.v42i2.55900","DOIUrl":"https://doi.org/10.21831/cp.v42i2.55900","url":null,"abstract":"This research is part of the development of teacher assessment literacy instruments. The research objective at this stage was to determine the content validity of the instrument. The instruments developed were 25 multiple-choice items constructed from Assessment Objectives, Measurement Theory, Assessment Process, and Assessment Fairness. Then the instrument is assessed qualitatively through a Focus Group Discussion to collect various suggestions and input from various points of view. After that the instrument was assessed quantitatively by 3 experts with 6 aspects of assessment, namely 1) the relevance of the item to the assessment literacy dimension, 2) relevance of items with indicators, 3) clarity of the main items, 4) logical answer options, 5) standardization of language, and 6) the functioning of descriptions/ cases/ pictures/ tables on items. The collected data were analyzed according to the type of data. Qualitative data analyzed using a qualitative approach, while quantitative data were analyzed using Conten Validity Index (CVI). The results showed that of the 25 items, each had a CVI value of more than 0.60 with an average of 0.96. So it can be concluded that the items and instruments of assessment literacy have valid criteria based on content.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78194841","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}
A. Widiastuti, N. Supriatna, D. Disman, S. Nurbayani
Distance learning carried out in Indonesia during the Covid-19 pandemic allowed learning loss to occur due to the ineffectiveness of the implementation of learning. In this regard, students need to be provided with relevant competencies, one of which is social-creativepreneurship competency through Social Studies learning. This study is intended to investigate teachers perception about the urgency of the integration social-creativepreneurship competency in Social Studies learning during the Covid-19 pandemic as life skills for students. The method used is descriptive survey using an open questionnaire in google form format. The research respondents obtained were 68 Social Studies teachers at Junior High Schools in Yogyakarta. The data collected were analyzed descriptively. The findings are: 1) 81% teachers stated that the social-creativepreneurship competency is “urgent” to integrate in Social Studies learning, and 19% stated that “very urgent”; 2) 86% of teachers expressed interest in integrating social-creativepreneurship competencies in Social Studies learning, 10.29% were very interested, and 2.95% were quite interested; 3) social-creativepreneurship competency can be integrated into sub-themes: economic activities, markets and inter-regional and inter-island trade, as well as creative economy and international trade carried out using demonstration, observation, selling project, role playing, interview, and social problem solving based learning.
{"title":"The urgency of social-cretivepreneurship competency in social studies learning during the Covid-19 pandemic: Teachers perception","authors":"A. Widiastuti, N. Supriatna, D. Disman, S. Nurbayani","doi":"10.21831/cp.v42i2.45754","DOIUrl":"https://doi.org/10.21831/cp.v42i2.45754","url":null,"abstract":"Distance learning carried out in Indonesia during the Covid-19 pandemic allowed learning loss to occur due to the ineffectiveness of the implementation of learning. In this regard, students need to be provided with relevant competencies, one of which is social-creativepreneurship competency through Social Studies learning. This study is intended to investigate teachers perception about the urgency of the integration social-creativepreneurship competency in Social Studies learning during the Covid-19 pandemic as life skills for students. The method used is descriptive survey using an open questionnaire in google form format. The research respondents obtained were 68 Social Studies teachers at Junior High Schools in Yogyakarta. The data collected were analyzed descriptively. The findings are: 1) 81% teachers stated that the social-creativepreneurship competency is “urgent” to integrate in Social Studies learning, and 19% stated that “very urgent”; 2) 86% of teachers expressed interest in integrating social-creativepreneurship competencies in Social Studies learning, 10.29% were very interested, and 2.95% were quite interested; 3) social-creativepreneurship competency can be integrated into sub-themes: economic activities, markets and inter-regional and inter-island trade, as well as creative economy and international trade carried out using demonstration, observation, selling project, role playing, interview, and social problem solving based learning.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73486130","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}
Higher Order Thinking Skills (HOTS) are essential variables that support the achievement of science learning objectives. However, distance learning during the Covid-19 Pandemic was the cause of the lack of maximum HOTS for undergraduate science students due to their lack of involvement in experiments. Therefore, this study aims to apply a metacognition-integrated science virtual experiment model and examine its impact on students' HOTS science. A quasi-experiment was involved with a randomized pretest-posttest comparison group design to see the impact of the implementation of this model. Participants in the two treatment groups were randomly selected from two private universities in Indonesia. The HOTS of participants were assessed using multiple-choice questions. Observation sheets were used to measure the implementation of the learning model being developed. A general linear model with MANOVA was used to test the effect of the model, while Partial Eta Squared was used to measure the effect size of the model on HOTS. The results showed that the virtual science experimental model integrated with metacognition strategies significantly affected students' HOTS. The effect size measurement shows a high effect in the experimental group. Researchers recommend that universities apply a similar model to encourage students' achievement of HOTS.
{"title":"Integrating metacognitive strategies impact in virtual science experiments for undergraduate students’ HOTS","authors":"T. Handayani, Butch O. Saulon, I. Maryani","doi":"10.21831/cp.v42i2.51752","DOIUrl":"https://doi.org/10.21831/cp.v42i2.51752","url":null,"abstract":"Higher Order Thinking Skills (HOTS) are essential variables that support the achievement of science learning objectives. However, distance learning during the Covid-19 Pandemic was the cause of the lack of maximum HOTS for undergraduate science students due to their lack of involvement in experiments. Therefore, this study aims to apply a metacognition-integrated science virtual experiment model and examine its impact on students' HOTS science. A quasi-experiment was involved with a randomized pretest-posttest comparison group design to see the impact of the implementation of this model. Participants in the two treatment groups were randomly selected from two private universities in Indonesia. The HOTS of participants were assessed using multiple-choice questions. Observation sheets were used to measure the implementation of the learning model being developed. A general linear model with MANOVA was used to test the effect of the model, while Partial Eta Squared was used to measure the effect size of the model on HOTS. The results showed that the virtual science experimental model integrated with metacognition strategies significantly affected students' HOTS. The effect size measurement shows a high effect in the experimental group. Researchers recommend that universities apply a similar model to encourage students' achievement of HOTS.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79499974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this research is to examine senior high school students’ perception in Indonesia in defining physical education teachers’ competence. The research used a qualitative method and metaphor analysis concept. The metaphor concept was used to collect and analyze the data. The data were collected from questionnaire with the question “How are my physical education teachers …?” The respondents were totally 237 students in Indonesia who were chosen randomly based on their willingness to fill in the questionnaire prepared. The results show the frequently used words as follows: ‘kind’, ‘cool’, ‘cheerful’, ‘friendly’, and ‘firm’. The other results show some words with negative meaning, including: 'infrequently present', 'annoying', 'difficult', and 'fierce'. The term 'ex' shows non-professional competence. This research finds that the Physical Education teachers were kind, friendly, and patient in delivering lesson passionately and with fun and showed discipline, showing that they had the four core competences. However, the negative words appearing limitedly in the questionnaire still require more attention.
{"title":"How are our physical education teachers? A perception of senior high school students","authors":"B. Priyono, Fatkhur Rozi, E. Hanani","doi":"10.21831/cp.v42i2.57997","DOIUrl":"https://doi.org/10.21831/cp.v42i2.57997","url":null,"abstract":"The objective of this research is to examine senior high school students’ perception in Indonesia in defining physical education teachers’ competence. The research used a qualitative method and metaphor analysis concept. The metaphor concept was used to collect and analyze the data. The data were collected from questionnaire with the question “How are my physical education teachers …?” The respondents were totally 237 students in Indonesia who were chosen randomly based on their willingness to fill in the questionnaire prepared. The results show the frequently used words as follows: ‘kind’, ‘cool’, ‘cheerful’, ‘friendly’, and ‘firm’. The other results show some words with negative meaning, including: 'infrequently present', 'annoying', 'difficult', and 'fierce'. The term 'ex' shows non-professional competence. This research finds that the Physical Education teachers were kind, friendly, and patient in delivering lesson passionately and with fun and showed discipline, showing that they had the four core competences. However, the negative words appearing limitedly in the questionnaire still require more attention.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80926779","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：