Recognizing the ways teachers develop conceptual understanding of biological concepts bridges the gap between misconception and instruction. This descriptive phenomenology explored the learning experiences of eight non-biology major science teachers on evolution. Thematic analysis revealed six emergent themes: (a) First exposure was faulty and insufficient; (b) Lack of content knowledge leads to advanced studies; (c) Technology-supported learning resources facilitated learning process; (d) Rationalization of both old and new conceptions; (e) Application of concepts in different fields; and (f) Focusing on the big ideas. Overall, themes revealed that teachers developed a conceptual understanding of biological evolution through time and various means. Their adherence to the teleological beliefs leads them to experience confusion and misconceptions; however, as science teachers, they resolved the conflict to learning through content enrichment and professional development. A strong emphasis on the core principles of the Nature of Science and domains of biology in the curriculum across all levels and the teacher education program is imperative. Teachers can enhance their conceptual understanding and teaching efficacy through professional development and content enrichment.
{"title":"Focusing on the big ideas: Non-biology science teachers learning experiences on biological evolution","authors":"M. Picardal, J. Picardal","doi":"10.21831/cp.v42i2.44188","DOIUrl":"https://doi.org/10.21831/cp.v42i2.44188","url":null,"abstract":"Recognizing the ways teachers develop conceptual understanding of biological concepts bridges the gap between misconception and instruction. This descriptive phenomenology explored the learning experiences of eight non-biology major science teachers on evolution. Thematic analysis revealed six emergent themes: (a) First exposure was faulty and insufficient; (b) Lack of content knowledge leads to advanced studies; (c) Technology-supported learning resources facilitated learning process; (d) Rationalization of both old and new conceptions; (e) Application of concepts in different fields; and (f) Focusing on the big ideas. Overall, themes revealed that teachers developed a conceptual understanding of biological evolution through time and various means. Their adherence to the teleological beliefs leads them to experience confusion and misconceptions; however, as science teachers, they resolved the conflict to learning through content enrichment and professional development. A strong emphasis on the core principles of the Nature of Science and domains of biology in the curriculum across all levels and the teacher education program is imperative. Teachers can enhance their conceptual understanding and teaching efficacy through professional development and content enrichment.","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":"86000988","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}
I. Ishartiwi, R. R. Handoyo, Wening Prabawati, Adi Suseno
Individualized learning is an ideal form of intervention for students with intellectual disabilities due to the ability to accommodate the learning requirements of personal-social skills. Although there are contradictions in its implementation, special education teachers have tried to implement it. This survey research aims to identify teachers' experiences in carrying out individualized learning including aspects of forms, constraints, and impacts on students' personal-social skills. The data collection was retrieved through a questionnaire instrument fulfilled by 116 special education teachers in Yogyakarta, who were determined by purposive sampling and analyzed descriptively and quantitatively. The result shows that 88,2 % of teachers apply individualized instruction methods in the form of a classical learning design with functional academic material content. The main obstacle comes from teachers' perception regarding students' condition heterogeneity, which resulted in difficulties in designing the learning activity. The impact on personal-social skills for all aspects shows that 50%-80% of students are able to improve their skills through practice and repetition. In conclusion, individualized instruction applications varied according to teachers' perceptions. While constrained to accommodate each student's requirement, this learning method resulted in a positive impact on skill learning outcomes.
{"title":"The individualized instruction application for personal-social skills of students with intellectual disabilities","authors":"I. Ishartiwi, R. R. Handoyo, Wening Prabawati, Adi Suseno","doi":"10.21831/cp.v42i2.49240","DOIUrl":"https://doi.org/10.21831/cp.v42i2.49240","url":null,"abstract":"Individualized learning is an ideal form of intervention for students with intellectual disabilities due to the ability to accommodate the learning requirements of personal-social skills. Although there are contradictions in its implementation, special education teachers have tried to implement it. This survey research aims to identify teachers' experiences in carrying out individualized learning including aspects of forms, constraints, and impacts on students' personal-social skills. The data collection was retrieved through a questionnaire instrument fulfilled by 116 special education teachers in Yogyakarta, who were determined by purposive sampling and analyzed descriptively and quantitatively. The result shows that 88,2 % of teachers apply individualized instruction methods in the form of a classical learning design with functional academic material content. The main obstacle comes from teachers' perception regarding students' condition heterogeneity, which resulted in difficulties in designing the learning activity. The impact on personal-social skills for all aspects shows that 50%-80% of students are able to improve their skills through practice and repetition. In conclusion, individualized instruction applications varied according to teachers' perceptions. While constrained to accommodate each student's requirement, this learning method resulted in a positive impact on skill learning outcomes.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81159558","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}
Ali Satia Graha, Sumaryanto Sumaryanto, Sumaryanti Sumaryanti, N. Arovah, Rizki Mulyawan
A good sport learning planning could minimize injury risk in sports learning. The study aimed at finding out the preparation process of sport learning planning and the number of injury cases. It used a cross-sectional design with a quantitative approach. It was conducted in April-October 2022 at junior high schools in the Special District of Yogyakarta. Its samples were drawn from 20,401 students and 33 physical, sports, and health education teachers using a random sampling technique that gave 400 samples (171 males and 229 females). The validity test of the student questionnaire gave r-count r-table (0.235) and alpha Cronbach of 0.928 0.655, while the validity test of the teacher questionnaire gave r-count r-table (0.344) and alpha Cronbach of 0.737 0.655. Results: There were 158 students (39.50%) who got cervical vertebrae injuries, 193 students (48.25%) who got shoulder injuries, 133 students (33.25%) who got elbow injuries, 182 students (45.50%) who got wrist injuries, 163 students (40.75%) who got finger injury, 198 students (49.50%) who got waist injury, 170 students (42.50%) who got pelvis injury, 202 students (50.50%) who got knee injury, 170 students (42.50%) who got ankle injury, and 165 students (41.25%) who got toe injury. Concerning sports learning planning, there were 2 teachers (6.1%) who never planned sports learning, 8 teachers (24.2%) who rarely planned it, 13 teachers (39.4%) who occasionally planned it, 9 teachers (27.3%) who often planned, and 1 teacher (3.0%) who always planned it. Conclusion: Knee injury was the most common one and teachers have not well-planned sport learning. It was necessary to conduct further study of the correlation between sports learning planning and the injury
{"title":"The implementation of sport learning at school: Reality and Injury","authors":"Ali Satia Graha, Sumaryanto Sumaryanto, Sumaryanti Sumaryanti, N. Arovah, Rizki Mulyawan","doi":"10.21831/cp.v42i2.53754","DOIUrl":"https://doi.org/10.21831/cp.v42i2.53754","url":null,"abstract":"A good sport learning planning could minimize injury risk in sports learning. The study aimed at finding out the preparation process of sport learning planning and the number of injury cases. It used a cross-sectional design with a quantitative approach. It was conducted in April-October 2022 at junior high schools in the Special District of Yogyakarta. Its samples were drawn from 20,401 students and 33 physical, sports, and health education teachers using a random sampling technique that gave 400 samples (171 males and 229 females). The validity test of the student questionnaire gave r-count r-table (0.235) and alpha Cronbach of 0.928 0.655, while the validity test of the teacher questionnaire gave r-count r-table (0.344) and alpha Cronbach of 0.737 0.655. Results: There were 158 students (39.50%) who got cervical vertebrae injuries, 193 students (48.25%) who got shoulder injuries, 133 students (33.25%) who got elbow injuries, 182 students (45.50%) who got wrist injuries, 163 students (40.75%) who got finger injury, 198 students (49.50%) who got waist injury, 170 students (42.50%) who got pelvis injury, 202 students (50.50%) who got knee injury, 170 students (42.50%) who got ankle injury, and 165 students (41.25%) who got toe injury. Concerning sports learning planning, there were 2 teachers (6.1%) who never planned sports learning, 8 teachers (24.2%) who rarely planned it, 13 teachers (39.4%) who occasionally planned it, 9 teachers (27.3%) who often planned, and 1 teacher (3.0%) who always planned it. Conclusion: Knee injury was the most common one and teachers have not well-planned sport learning. It was necessary to conduct further study of the correlation between sports learning planning and the injury","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78013449","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}
Diyar Nurmetov, S. Siswantoyo, Nataša Bakić-Mirić, Asel Chaklikova
Mastering English language skills has been indispensable in every sphere of life and in every profession, and Information Technology (IT) as a field is no exception as it perpetually develops and changes. This is a survey study aiming at identifying English language needs of IT specialists working both domestically and abroad, by involving 85 alumni form three Kazakhstani IT institutes. The data were collected through a needs analysis questionnaire for post-secondary level ESP course and were analysed through descriptive percentages. The results of the study revealed that reading, listening, and speaking were the most essential skills for IT professionals for successful performance at work. Reading technical documentations and professional blogs aids specialists in solving common challenges in their industry, whereas listening and watching professionally oriented videos increases their qualification. Additionally, the study implies that there may have been a mismatch between university-level ESP curricula and professional English language proficiency.
{"title":"Identifying student needs in english for information technology at the post-secondary level","authors":"Diyar Nurmetov, S. Siswantoyo, Nataša Bakić-Mirić, Asel Chaklikova","doi":"10.21831/cp.v42i1.52373","DOIUrl":"https://doi.org/10.21831/cp.v42i1.52373","url":null,"abstract":"Mastering English language skills has been indispensable in every sphere of life and in every profession, and Information Technology (IT) as a field is no exception as it perpetually develops and changes. This is a survey study aiming at identifying English language needs of IT specialists working both domestically and abroad, by involving 85 alumni form three Kazakhstani IT institutes. The data were collected through a needs analysis questionnaire for post-secondary level ESP course and were analysed through descriptive percentages. The results of the study revealed that reading, listening, and speaking were the most essential skills for IT professionals for successful performance at work. Reading technical documentations and professional blogs aids specialists in solving common challenges in their industry, whereas listening and watching professionally oriented videos increases their qualification. Additionally, the study implies that there may have been a mismatch between university-level ESP curricula and professional English language proficiency.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73574644","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. Samsudin, Iwan Setiawan, Dicky Reva Apriana Sanga Dwi
This study aims to develop a play-based learning model for basic volleyball techniques and to assess the effectiveness of the volleyball basic technique learning through the approach in improving the learning outcomes on volleyball subject in the juniour high school. The research type was research and development which adopted the 10-step theory of Borg and Gall.. This study used both qualitative and quantitative data analysis. The study designed employed a pretest-posttest control group design to determine the initial abilities of the experimental group and the control group. The significant test of the effectiveness of the basic technique according to play-based volleyball learning model waas rigidly determined by using the t-test. Prior to data analysis, the results of the increase in the experimental group and the control group (n = 40) in the volleyball basics technique were tested for normality using the real level = 0.05.. The results of this study indicate a significant value for the experimental group data of 0.13 and the control group data of 0.09. Because the significant value of the two groups is greater than 0.05, the overall data for the study group is normally distributed. The effectiveness test of the basic techniques of volleyball used the t-test with t count 10.524 and t table 2.024. Accordingly, the basic volleyball techniques of the experimental group was more effective than that of the control group. Junior high school students are thus given an effective and efficient play-based model for learning fundamental volleyball skills.
{"title":"Development of the play-based model on volley ball basic techniques for junior high school","authors":"S. Samsudin, Iwan Setiawan, Dicky Reva Apriana Sanga Dwi","doi":"10.21831/cp.v42i1.52231","DOIUrl":"https://doi.org/10.21831/cp.v42i1.52231","url":null,"abstract":"This study aims to develop a play-based learning model for basic volleyball techniques and to assess the effectiveness of the volleyball basic technique learning through the approach in improving the learning outcomes on volleyball subject in the juniour high school. The research type was research and development which adopted the 10-step theory of Borg and Gall.. This study used both qualitative and quantitative data analysis. The study designed employed a pretest-posttest control group design to determine the initial abilities of the experimental group and the control group. The significant test of the effectiveness of the basic technique according to play-based volleyball learning model waas rigidly determined by using the t-test. Prior to data analysis, the results of the increase in the experimental group and the control group (n = 40) in the volleyball basics technique were tested for normality using the real level = 0.05.. The results of this study indicate a significant value for the experimental group data of 0.13 and the control group data of 0.09. Because the significant value of the two groups is greater than 0.05, the overall data for the study group is normally distributed. The effectiveness test of the basic techniques of volleyball used the t-test with t count 10.524 and t table 2.024. Accordingly, the basic volleyball techniques of the experimental group was more effective than that of the control group. Junior high school students are thus given an effective and efficient play-based model for learning fundamental volleyball skills.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84577760","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}
Protest demonstrations are legal according to Law of the Republic of Indonesia Number 9 of 1998 about Freedom to Express Opinions in Public. This study aims to comprehensively analyze the moral values of the student activists’ protest demonstrations in Sunan Kalijaga State Islamic University Yogyakarta regarding the causes, demands, and processions. The study was done using the principles of field research which employed the qualitative approach in the form of the case study method. The researcher holistically looked into the activities and processes of the students’ protest demonstrations. Data were elicited by several techniques, namely in-depth interviews, questionnaires, observations, and documentation. Data were analyzed by using the NVivo 12 Plus software. Findings show that student activists’ protest demonstrations generally focused on the single tuition fee policy and other campus and government policies which do not favor students and citizens. Students’ protest demonstrations in Sunan Kalijaga State Islamic University Yogyakarta carried along 28 good moral values and 15 bad moral values which means that students’ demonstrations had more good moral values than the bad ones. It can be concluded that it is not appropriate to judge students’ protest demonstrations to carry along only either good or bad moral values.
根据印度尼西亚共和国1998年关于公开发表意见自由的第9号法律，抗议示威是合法的。本研究旨在全面分析在日惹Sunan Kalijaga州立伊斯兰大学(Sunan Kalijaga State Islamic University Yogyakarta)学生活动人士抗议示威的原因、诉求与游行的道德价值。本研究采用实地调查的原则，以个案研究法的形式采用定性方法。研究者从整体上考察了学生抗议示威的活动和过程。数据是通过几种技术获得的，即深度访谈、问卷调查、观察和记录。使用NVivo 12 Plus软件分析数据。调查结果显示，学生积极分子的抗议示威活动一般集中在单一学费政策和其他校园和政府的政策，不有利于学生和公民。在日惹Sunan Kalijaga州立伊斯兰大学的学生抗议示威活动中，有28个好的道德价值观和15个坏的道德价值观，这意味着学生的示威活动中有更多的好的道德价值观。由此可以得出结论，仅以道德价值观的好坏来判断学生的抗议示威是不合适的。
{"title":"Analyses of moral values of student activists’ protest demonstrations in Sunan Kalijaga State Islamic University Yogyakarta","authors":"Maksudin Maksudin","doi":"10.21831/cp.v42i1.51801","DOIUrl":"https://doi.org/10.21831/cp.v42i1.51801","url":null,"abstract":"Protest demonstrations are legal according to Law of the Republic of Indonesia Number 9 of 1998 about Freedom to Express Opinions in Public. This study aims to comprehensively analyze the moral values of the student activists’ protest demonstrations in Sunan Kalijaga State Islamic University Yogyakarta regarding the causes, demands, and processions. The study was done using the principles of field research which employed the qualitative approach in the form of the case study method. The researcher holistically looked into the activities and processes of the students’ protest demonstrations. Data were elicited by several techniques, namely in-depth interviews, questionnaires, observations, and documentation. Data were analyzed by using the NVivo 12 Plus software. Findings show that student activists’ protest demonstrations generally focused on the single tuition fee policy and other campus and government policies which do not favor students and citizens. Students’ protest demonstrations in Sunan Kalijaga State Islamic University Yogyakarta carried along 28 good moral values and 15 bad moral values which means that students’ demonstrations had more good moral values than the bad ones. It can be concluded that it is not appropriate to judge students’ protest demonstrations to carry along only either good or bad moral values.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87972892","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}
Gen-Z is digital natives with unique learning styles. Gen Z is attracted to mobile technology and interactive visual learning materials. Therefore, the mobile game application seems to engage Gen Z in learning abstract chemistry topics. This paper focuses on the effectiveness of an Android game app, mobile enthalpy game application (MEGA) to facilitate students to write thermochemical equations and study its effect on their achievement in the topic. The study involved 72 Malaysian science matriculation students which were divided into control and treatment groups. The impact of MEGA (treatment group) versus PowerPoint slides (control group) on students’ performance in writing thermochemical equations was compared. Results showed significant differences in pre and post-test scores for students in MEGA and PowerPoint groups. Students in the treatment group surpassed the control group's performance in the post-test scores. To conclude, the mobile game apps (MEGA) seemed to be able to promote gen Z’s achievement and interest in learning.
{"title":"Embracing gen-z's learning styles with a mobile enthalpy game application (MEGA) for thermochemical equation","authors":"Sze Yee Choo, H. Taha","doi":"10.21831/cp.v42i1.35394","DOIUrl":"https://doi.org/10.21831/cp.v42i1.35394","url":null,"abstract":"Gen-Z is digital natives with unique learning styles. Gen Z is attracted to mobile technology and interactive visual learning materials. Therefore, the mobile game application seems to engage Gen Z in learning abstract chemistry topics. This paper focuses on the effectiveness of an Android game app, mobile enthalpy game application (MEGA) to facilitate students to write thermochemical equations and study its effect on their achievement in the topic. The study involved 72 Malaysian science matriculation students which were divided into control and treatment groups. The impact of MEGA (treatment group) versus PowerPoint slides (control group) on students’ performance in writing thermochemical equations was compared. Results showed significant differences in pre and post-test scores for students in MEGA and PowerPoint groups. Students in the treatment group surpassed the control group's performance in the post-test scores. To conclude, the mobile game apps (MEGA) seemed to be able to promote gen Z’s achievement and interest in learning.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84770204","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}
Khairuddin Khairuddin, Masrun Masrun, S. Bakhtiar, S. Syahruddin
This study aims to analyze the learning implementation of Physical Education in public junior high schools in the city of Padang, Indonesia, paying particular attention to the learning activities of students and teachers, the models and approaches employed, and the degree of physical fitness of the students.. This research is survey research involving students (n=100) and Physical Education teachers (n=10) from 5 schools in the urban city, and 5 schools in the suburbs. Questionnaires and Indonesian physical fitness tests for the 13-15 year age group were used to collect the research data. Descriptive statistics were used for the analysis. The findings indicated that teachers' and students' movement-related learning activities in physical education were evaluated as low. Physical education teachers have used sports techniques with the command method rather than modifying sports games as a model for learning.. Only 20.00% of them are student-centered, with 80.00% of them being more teacher-centered. Then, with a classification of less and very less, it was discovered that students' levels of physical fitness were below average, or 53.00%... In conclusion, to achieve the objectives of physical education, physical education teachers should significantly prepare for learning as well as become proficient in a wide range of efficient learning techniques (cognitive, affective, and psychomotor). Future research is required to validate the findings of this study, including the conception of a sports game-modified learning model in physical education.
{"title":"An analysis of the learning implementation of physical education in junior high schools","authors":"Khairuddin Khairuddin, Masrun Masrun, S. Bakhtiar, S. Syahruddin","doi":"10.21831/cp.v42i1.54605","DOIUrl":"https://doi.org/10.21831/cp.v42i1.54605","url":null,"abstract":"This study aims to analyze the learning implementation of Physical Education in public junior high schools in the city of Padang, Indonesia, paying particular attention to the learning activities of students and teachers, the models and approaches employed, and the degree of physical fitness of the students.. This research is survey research involving students (n=100) and Physical Education teachers (n=10) from 5 schools in the urban city, and 5 schools in the suburbs. Questionnaires and Indonesian physical fitness tests for the 13-15 year age group were used to collect the research data. Descriptive statistics were used for the analysis. The findings indicated that teachers' and students' movement-related learning activities in physical education were evaluated as low. Physical education teachers have used sports techniques with the command method rather than modifying sports games as a model for learning.. Only 20.00% of them are student-centered, with 80.00% of them being more teacher-centered. Then, with a classification of less and very less, it was discovered that students' levels of physical fitness were below average, or 53.00%... In conclusion, to achieve the objectives of physical education, physical education teachers should significantly prepare for learning as well as become proficient in a wide range of efficient learning techniques (cognitive, affective, and psychomotor). Future research is required to validate the findings of this study, including the conception of a sports game-modified learning model in physical education.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83435252","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}
Redistribution preference refers to an individual's tendency or priority in dealing with redistribution problems. This study aims to examine the effects of education and religiosity on redistribution preferences. The novelty in this study is an estimation strategy that includes the influence of education and parental education. The data utilized WVS Wave 7 data. The data analysis used probit regression analysis with a sample of 66,468 respondents. The research results show that the higher the education is, the greater possibility of individual to agree with inequality income will be. Individuals who graduated from elementary and junior high schools tend to agree with equal income, while individuals who graduated from high school and college tend to agree with unequal income. The higher the mother's education is, the greater possibility of individuals to agree with equal income will be. The higher the father's education is, the greater possibility of individuals to agree with unequal income will be. Religiosity has a different influence on redistribution preferences. The obedience variable has a positive influence, while the variable of belief in places of worship and frequency of worship tend to have a negative influence.
{"title":"Do education and religiosity affect redistribution preferences?","authors":"M. Mustofa, Catur Sugiyanto, A. Susamto","doi":"10.21831/cp.v42i1.53109","DOIUrl":"https://doi.org/10.21831/cp.v42i1.53109","url":null,"abstract":"Redistribution preference refers to an individual's tendency or priority in dealing with redistribution problems. This study aims to examine the effects of education and religiosity on redistribution preferences. The novelty in this study is an estimation strategy that includes the influence of education and parental education. The data utilized WVS Wave 7 data. The data analysis used probit regression analysis with a sample of 66,468 respondents. The research results show that the higher the education is, the greater possibility of individual to agree with inequality income will be. Individuals who graduated from elementary and junior high schools tend to agree with equal income, while individuals who graduated from high school and college tend to agree with unequal income. The higher the mother's education is, the greater possibility of individuals to agree with equal income will be. The higher the father's education is, the greater possibility of individuals to agree with unequal income will be. Religiosity has a different influence on redistribution preferences. The obedience variable has a positive influence, while the variable of belief in places of worship and frequency of worship tend to have a negative influence.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78342910","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}
M. Muslihati, Y. Hotifah, W. Hidayat, A. Valdez, E. Purwanta, A. M. 'Ilmi, Nur Mega Aris Saputra
Metaverse—an incredible medium that combines features of virtual reality platforms such as online games, social media, and the Internet—is predicted to bring significant changes to human behavior. It is believed that social interaction and the quality of mental health can be at risk once Metaverse becomes more prevalent with adolescents predicted to be the most vulnerable group. This study intends to prove this prediction by examining the effect of online game addiction and social media addiction on the mental health quality of adolescents as the majority group with Metaverse access. This correlational study involved 700 students from 14 schools in the greater Malang area. Data were collected through the Metaverse Impact Instrument (MII) and analyzed partially using the T-test and simultaneously using the F-test to know the contribution of gender using an independent sample T-test. Previously, the assumptions of multicollinearity and heteroscedasticity assumption were also tested. The results indicate that online games and social media negatively affect mental health at a rate of 31.5%. These results provide empirical evidence for theoretical predictions regarding the impact of Metaverse on mental health quality in adolescents. As a follow-up, research is needed to develop educational intervention strategies, appropriate guidance, and counseling services that purpose is to: 1) integrate cultural and religious values into character education; 2) anticipate the potential risks of metaverse among adolescents.
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