S. Suroto, B. Prakoso, A. Priambodo, F. D. Khory, V. C. Dinata
Several studies believe that the use of national standards as a benchmark for teacher quality can align education services to achieve national goals. In addition, the number of years of teaching experience can determine teacher productivity during the course of their profession. This article explores the results of developing a teacher competency measurement instrument based on the Indonesian national standards, and evaluating teacher competency based on gender, grade, and working period. A total of 277 Physical Education (PE) teachers participated in an online survey via the web http://risetpjokindonesia.com/ to measure teacher competency. The measurement results were analyzed using confirmatory factor analysis and Cronbach's alpha to test validity and reliability. T-test and one-way ANOVA were used to evaluate teacher competency based on gender, grade, and working period. The findings show that the measurements made are valid and reliable, so they can be used for similar measurements in the future. Gender, grade, and working period were found to affect teacher competency. The development of teacher competency based on working period provides input in the form of accuracy of the teacher professional development carried out and the limitation of the productive period of the teacher in carrying out his or her profession.
{"title":"Web-based instruments for national competences of physical education teachers","authors":"S. Suroto, B. Prakoso, A. Priambodo, F. D. Khory, V. C. Dinata","doi":"10.21831/cp.v41i3.48911","DOIUrl":"https://doi.org/10.21831/cp.v41i3.48911","url":null,"abstract":"Several studies believe that the use of national standards as a benchmark for teacher quality can align education services to achieve national goals. In addition, the number of years of teaching experience can determine teacher productivity during the course of their profession. This article explores the results of developing a teacher competency measurement instrument based on the Indonesian national standards, and evaluating teacher competency based on gender, grade, and working period. A total of 277 Physical Education (PE) teachers participated in an online survey via the web http://risetpjokindonesia.com/ to measure teacher competency. The measurement results were analyzed using confirmatory factor analysis and Cronbach's alpha to test validity and reliability. T-test and one-way ANOVA were used to evaluate teacher competency based on gender, grade, and working period. The findings show that the measurements made are valid and reliable, so they can be used for similar measurements in the future. Gender, grade, and working period were found to affect teacher competency. The development of teacher competency based on working period provides input in the form of accuracy of the teacher professional development carried out and the limitation of the productive period of the teacher in carrying out his or her profession.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83286699","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}
One of the main problems in the course of management in Vocational High School is the principal's leadership training problem. Great leadership training has an impact on improving the quality of schools, the quality of teachers, and the professionalism of teachers in carrying out educational activities. This research aimed to find out what is the result of Confirmatory Factor Analysis (CFA) on leadership training indicators for the principals of Vocational High School based on the perception of teachers, principals, and students. The method used in this research is a quantitative method to find out the result of Confirmatory Factor Analysis leadership training for principals of Vocational High School. This research used a simple random sampling technique with 255 teachers, 57 principals, and 315 students as the sample. The data analysis applied is KMO (Keiser-Meyer-Olkin Measure of Sampling Adequacy) and Bartlett’s Test of Sphericity. Extraction Method with Principal Component Analysis. The result of the study shows that the teacher sample obtained the KMO value 0,737 which indicates sample suitability is high (0,5), and the lowest value of MSA (Measure of Sampling Adequacy) is 0,550. Meanwhile, the highest is 0,852, communalities value and appropriate matrix components, loading factor on all variables have met the requirements above 0,40, and all factors on the leadership training instruments for the principal of Vocational High School have an AVE value greater than 0,5; thus, they have met reliability and can be accepted. The principal sample obtained the KMO value of 0,738, and the lowest value of MSA (Measure of Sampling Adequacy) is 0,556. The highest is 0,859 indicating communalities value appropriate matrix components. Loading factors on all variables are above 0,40, and all factors on the leadership training instruments for the principal of Vocational High School have an AVE value greater than 0,5. The student sample obtained the KMO value is 0,682, the lowest value of MSA (Measure of Sampling Adequacy) is 0,556 and the highest is 0,859; communalities value and appropriate matrix components, loading factor on all variables are above 0,40, and all factors on the leadership training instruments for the principal of Vocational High School have an AVE value greater than 0,5. Thus, they have met reliability and can be accepted.
高职管理课程中存在的主要问题之一是校长领导力培养问题。良好的领导力培训对提高学校质量、教师素质和教师开展教育活动的专业性都有影响。本研究旨在以教师、校长、学生的认知为基础，对职高校长的领导力训练指标进行验证性因子分析(Confirmatory Factor Analysis, CFA)。本研究采用的方法是定量的方法，以验证性因子分析对职高校长进行领导力培训的结果。本研究采用简单随机抽样的方法，以255名教师、57名校长、315名学生为样本。应用的数据分析是KMO (Keiser-Meyer-Olkin抽样充分性度量)和Bartlett球性检验。主成分分析提取方法。研究结果表明，教师样本的KMO值为0,737，表明样本适宜性较高(0,5)，MSA (Sampling Adequacy Measure)的最低值为0,550。同时，社区值和合适的矩阵成分、各变量的载荷因子均满足0.40以上的要求，中职校长领导力培训工具各因子的AVE值均大于0.5;因此，它们满足了可靠性，可以被接受。主样本的KMO值为0.738,MSA (Measure of Sampling Adequacy)的最小值为0.556。最高值为0.859，表明群落价值适宜的矩阵成分。各变量的负荷因子均在0,40以上，职高校长领导力培训工具各因子的AVE值均大于0,5。学生样本的KMO值为0.682,MSA (Measure of Sampling Adequacy)的最低值为0.556，最高值为0.859;社区价值和适当的矩阵成分，所有变量的加载因子都大于0,40，职业高中校长领导培训工具的所有因子的AVE值都大于0,5。因此，它们满足了可靠性，可以被接受。
{"title":"Analysis of confirmatory factors of principals' leadership training of vocational high school","authors":"Lia Yuliana, L. Prasojo, Awanis Akalili","doi":"10.21831/cp.v41i3.50496","DOIUrl":"https://doi.org/10.21831/cp.v41i3.50496","url":null,"abstract":"One of the main problems in the course of management in Vocational High School is the principal's leadership training problem. Great leadership training has an impact on improving the quality of schools, the quality of teachers, and the professionalism of teachers in carrying out educational activities. This research aimed to find out what is the result of Confirmatory Factor Analysis (CFA) on leadership training indicators for the principals of Vocational High School based on the perception of teachers, principals, and students. The method used in this research is a quantitative method to find out the result of Confirmatory Factor Analysis leadership training for principals of Vocational High School. This research used a simple random sampling technique with 255 teachers, 57 principals, and 315 students as the sample. The data analysis applied is KMO (Keiser-Meyer-Olkin Measure of Sampling Adequacy) and Bartlett’s Test of Sphericity. Extraction Method with Principal Component Analysis. The result of the study shows that the teacher sample obtained the KMO value 0,737 which indicates sample suitability is high (0,5), and the lowest value of MSA (Measure of Sampling Adequacy) is 0,550. Meanwhile, the highest is 0,852, communalities value and appropriate matrix components, loading factor on all variables have met the requirements above 0,40, and all factors on the leadership training instruments for the principal of Vocational High School have an AVE value greater than 0,5; thus, they have met reliability and can be accepted. The principal sample obtained the KMO value of 0,738, and the lowest value of MSA (Measure of Sampling Adequacy) is 0,556. The highest is 0,859 indicating communalities value appropriate matrix components. Loading factors on all variables are above 0,40, and all factors on the leadership training instruments for the principal of Vocational High School have an AVE value greater than 0,5. The student sample obtained the KMO value is 0,682, the lowest value of MSA (Measure of Sampling Adequacy) is 0,556 and the highest is 0,859; communalities value and appropriate matrix components, loading factor on all variables are above 0,40, and all factors on the leadership training instruments for the principal of Vocational High School have an AVE value greater than 0,5. Thus, they have met reliability and can be accepted.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80870779","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}
D. M. Citrawathi, A. Y. Abu Bakar, P. B. Adnyana, Ni Luh Putu Manik Widiyanti, I. Sudiana
This study aimed to analyze the effect of the implementation of a problem-based adolescent reproductive health module on students’ life skills and positive attitudes toward reproductive health. It was quasi-experimental research by applying a randomized pretest-posttest control group design, involving junior high school students who were divided into two groups, namely experimental and control groups. The data collection was conducted by using a life skills test and an attitude scale questionnaire as instruments. The instrument validity was tested by applying the Lawshe formula. The instrument’s reliability was tested using the Alpha-Cronbach formula. Multivariate Analysis of Variance was used to analyze the data collected. The research results indicated that learning by using a problem-based adolescent reproductive health module had a positive impact on the students' life skills and attitudes toward their reproductive health. Learning about the human reproductive system by using the module motivates the students to search for answers to the questions given at the beginning of the material. Based on those findings, learning using this module is recommended as one program to teach students (adolescents) education on reproductive health.
{"title":"Effect of the problem-based adolescent reproductive health module on students’ life skills and attitudes","authors":"D. M. Citrawathi, A. Y. Abu Bakar, P. B. Adnyana, Ni Luh Putu Manik Widiyanti, I. Sudiana","doi":"10.21831/cp.v41i3.48303","DOIUrl":"https://doi.org/10.21831/cp.v41i3.48303","url":null,"abstract":"This study aimed to analyze the effect of the implementation of a problem-based adolescent reproductive health module on students’ life skills and positive attitudes toward reproductive health. It was quasi-experimental research by applying a randomized pretest-posttest control group design, involving junior high school students who were divided into two groups, namely experimental and control groups. The data collection was conducted by using a life skills test and an attitude scale questionnaire as instruments. The instrument validity was tested by applying the Lawshe formula. The instrument’s reliability was tested using the Alpha-Cronbach formula. Multivariate Analysis of Variance was used to analyze the data collected. The research results indicated that learning by using a problem-based adolescent reproductive health module had a positive impact on the students' life skills and attitudes toward their reproductive health. Learning about the human reproductive system by using the module motivates the students to search for answers to the questions given at the beginning of the material. Based on those findings, learning using this module is recommended as one program to teach students (adolescents) education on reproductive health.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84657487","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}
Zh. B. Ilmaliyev, Talafuhan Patihan, Daniyar M. Tursunbekov, O. Kenzhaliyev, D.B. Sansyzbayeva, G. Kassymova
While higher education, science, and industry have become key factors in the national and economic growth of a country, they perhaps act as independent performers. This paper aims to describe the development of innovative commercialization activities based on the dissemination of innovations in the fields of research, education, and business. The present research, using empirical studies as its research method, first reviewed the current worldwide status of research studies to see their contribution to knowledge transfer. Second, it portrayed the results of an online survey of 100 respondents studying and teaching or researching at Kazakhstani universities to better understand the innovative research activities and motivations of and barriers to the research and development (RD) in the Republic of Kazakhstan. The results of the proposed approach are presented in the case of Kazakhstani researchers. Based on such findings, some recommendations are made for better Kazakhstani education, industry, and science alignment so that research in this country can have a greater impact on economic growth.
{"title":"Motivating factors of innovative research activities and barriers to R&D in Kazakhstan","authors":"Zh. B. Ilmaliyev, Talafuhan Patihan, Daniyar M. Tursunbekov, O. Kenzhaliyev, D.B. Sansyzbayeva, G. Kassymova","doi":"10.21831/cp.v41i3.47704","DOIUrl":"https://doi.org/10.21831/cp.v41i3.47704","url":null,"abstract":"While higher education, science, and industry have become key factors in the national and economic growth of a country, they perhaps act as independent performers. This paper aims to describe the development of innovative commercialization activities based on the dissemination of innovations in the fields of research, education, and business. The present research, using empirical studies as its research method, first reviewed the current worldwide status of research studies to see their contribution to knowledge transfer. Second, it portrayed the results of an online survey of 100 respondents studying and teaching or researching at Kazakhstani universities to better understand the innovative research activities and motivations of and barriers to the research and development (RD) in the Republic of Kazakhstan. The results of the proposed approach are presented in the case of Kazakhstani researchers. Based on such findings, some recommendations are made for better Kazakhstani education, industry, and science alignment so that research in this country can have a greater impact on economic growth.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89352175","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}
Noor Hayati Romli, Mohd Sallehhudin Bin Abd Aziz, Pramela Krish N.Krish
Although the Grammar Translation Method (GTM) had been shunned in second language teaching, the stigma of using the first language (L1) in teaching the second language (L2) has been continuously debated by scholars and teachers. Commonly, L2 teachers support the monolingual approach as they are exposed to this approach in their teaching training courses. However, previous studies revealed that teachers’ stance towards L2 teachers is contrary to how they utilise L1 practice in the teaching process. This research study aims to explore the use of L1 (Bahasa Melayu) by L2 (English) teachers during the teaching process and to examine whether their beliefs matched their L1 practice. A total of eight English teachers from several schools in Pahang, Malaysia were interviewed and their lessons were recorded. The data from the interviews and lessons were thematically analysed using NVivo 12 software. The results demonstrated that the teachers had utilised Bahasa Melayu (BM) for certain functions and that their beliefs towards L1 actually corresponded to their language use in the L2 classrooms. This study suggests that it is imperative to look further into this matter and assist teachers in systematically using L1 in the L2 classrooms.
{"title":"First language use among second language teachers: Views vs practice","authors":"Noor Hayati Romli, Mohd Sallehhudin Bin Abd Aziz, Pramela Krish N.Krish","doi":"10.21831/cp.v41i3.42988","DOIUrl":"https://doi.org/10.21831/cp.v41i3.42988","url":null,"abstract":"Although the Grammar Translation Method (GTM) had been shunned in second language teaching, the stigma of using the first language (L1) in teaching the second language (L2) has been continuously debated by scholars and teachers. Commonly, L2 teachers support the monolingual approach as they are exposed to this approach in their teaching training courses. However, previous studies revealed that teachers’ stance towards L2 teachers is contrary to how they utilise L1 practice in the teaching process. This research study aims to explore the use of L1 (Bahasa Melayu) by L2 (English) teachers during the teaching process and to examine whether their beliefs matched their L1 practice. A total of eight English teachers from several schools in Pahang, Malaysia were interviewed and their lessons were recorded. The data from the interviews and lessons were thematically analysed using NVivo 12 software. The results demonstrated that the teachers had utilised Bahasa Melayu (BM) for certain functions and that their beliefs towards L1 actually corresponded to their language use in the L2 classrooms. This study suggests that it is imperative to look further into this matter and assist teachers in systematically using L1 in the L2 classrooms.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86667165","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 early childhood stage is a phase that holds important basic development holistically, covering affective, psychomotor, and especially cognitive domains. This development will be able to be effectively reached with an appropriate learning process in kindergartens. This study aims to reveal a relevant approach to learning using motion and sound games in improving early childhood cognitive development. The method used in this study is Research and Development (RD) from Borg and Gall, involving 124 early childhoods and kindergarten teachers in the city of Cimahi, Indonesia, selected through convenience sampling. The instruments employed are questionnaires, observation notes, interviews, and desk evaluations (expert and practitioner judgment). The data are descriptively calculated through a t-test with p0.000 in order to reveal the learning model for improving children’s cognition through motion and sound. The results of this study show that the motion and sound–based models consist of design planning, learning process, and evaluation that are able to be implemented well and can be categorized as a model that is able to develop early childhood cognition, but it still needs to be innovated and continue to be creative again in more affordable learning steps for children. Studies with the related topics are expected to relate basic potentials and social skill optimization. It is also recommended that this study contributes to the development of learning in Indonesia
幼儿期是一个重要的整体基础发展阶段，涵盖情感、精神运动，尤其是认知领域。在幼儿园中，通过适当的学习过程，可以有效地实现这一发展。本研究旨在揭示运动和声音游戏在促进幼儿认知发展中的相关学习方法。本研究采用Borg and Gall的研究与发展(RD)方法，通过方便抽样的方式选取了印度尼西亚Cimahi市的124名幼儿和幼儿园教师。使用的工具是问卷调查、观察笔记、访谈和案头评估(专家和从业者判断)。通过p0.000的t检验对数据进行描述性计算，揭示通过动作和声音提高儿童认知的学习模式。本研究结果表明，基于动作和声音的模型由设计规划、学习过程和评估组成，能够很好地实施，可以归类为能够发展儿童早期认知的模型，但它仍然需要创新，并在儿童更负担得起的学习步骤中继续创新。相关主题的研究将涉及基本潜能和社交技能优化。并建议本研究对印尼的学习发展有所贡献
{"title":"Motion and sound games model for improving cognition of early childhood","authors":"Raden Roro Sriwidaningsih, G. F. Friskawati","doi":"10.21831/cp.v41i3.47844","DOIUrl":"https://doi.org/10.21831/cp.v41i3.47844","url":null,"abstract":"The early childhood stage is a phase that holds important basic development holistically, covering affective, psychomotor, and especially cognitive domains. This development will be able to be effectively reached with an appropriate learning process in kindergartens. This study aims to reveal a relevant approach to learning using motion and sound games in improving early childhood cognitive development. The method used in this study is Research and Development (RD) from Borg and Gall, involving 124 early childhoods and kindergarten teachers in the city of Cimahi, Indonesia, selected through convenience sampling. The instruments employed are questionnaires, observation notes, interviews, and desk evaluations (expert and practitioner judgment). The data are descriptively calculated through a t-test with p0.000 in order to reveal the learning model for improving children’s cognition through motion and sound. The results of this study show that the motion and sound–based models consist of design planning, learning process, and evaluation that are able to be implemented well and can be categorized as a model that is able to develop early childhood cognition, but it still needs to be innovated and continue to be creative again in more affordable learning steps for children. Studies with the related topics are expected to relate basic potentials and social skill optimization. It is also recommended that this study contributes to the development of learning in Indonesia","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77496835","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}
Agus Sumhendartin Suryobroto, Caly Setiawan, Udon Nampai, Agus Susworo Dwi Marhaendro
The current research aimed at investigating physical education teachers’ experiences in practicing inclusive physical education and the meaning they attached to those experiences. The study focused on the thematic analysis of participants’ experiences represented in the collected qualitative data. A number of 12 physical education teachers participated in in-depth interviews and photo elicitation interviews. Verbatim transcripts were obtained from all interviews for subsequent analysis. Using the tenets of thematic analysis (Braun Clarke, 2006, 2019, 2021), analysis included familiarization with the data, open coding, theme construction, theme review, theme naming, and report production. The analysis process yielded four themes of teachers’ experiences including (1) the roles of background knowledge and skills, (2) teaching various types of disabilities, (3) inclusive pedagogy approaches, (3) facilitators and barriers to teaching inclusive physical education. The meaning of the experiences were the meaning of inclusion, inclusive physical education, and inclusive physical education teaching. We conclude that experience is important in delivering inclusive PE, especially with regard to teachers’ development in the area of pedagogical knowledge and skills as well as dealing with challenges in their teaching approaches. Along with this experience is the meaning of teaching inclusive PE which reflected in-depth engagement with this caring profession.
{"title":"A thematic analysis of teachers’ experience in teaching inclusive physical education","authors":"Agus Sumhendartin Suryobroto, Caly Setiawan, Udon Nampai, Agus Susworo Dwi Marhaendro","doi":"10.21831/cp.v41i3.50531","DOIUrl":"https://doi.org/10.21831/cp.v41i3.50531","url":null,"abstract":"The current research aimed at investigating physical education teachers’ experiences in practicing inclusive physical education and the meaning they attached to those experiences. The study focused on the thematic analysis of participants’ experiences represented in the collected qualitative data. A number of 12 physical education teachers participated in in-depth interviews and photo elicitation interviews. Verbatim transcripts were obtained from all interviews for subsequent analysis. Using the tenets of thematic analysis (Braun Clarke, 2006, 2019, 2021), analysis included familiarization with the data, open coding, theme construction, theme review, theme naming, and report production. The analysis process yielded four themes of teachers’ experiences including (1) the roles of background knowledge and skills, (2) teaching various types of disabilities, (3) inclusive pedagogy approaches, (3) facilitators and barriers to teaching inclusive physical education. The meaning of the experiences were the meaning of inclusion, inclusive physical education, and inclusive physical education teaching. We conclude that experience is important in delivering inclusive PE, especially with regard to teachers’ development in the area of pedagogical knowledge and skills as well as dealing with challenges in their teaching approaches. Along with this experience is the meaning of teaching inclusive PE which reflected in-depth engagement with this caring profession.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79577434","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. Umar, Kusaeri Kusaeri, Ali Ridho, A. Yusuf, Ahmad Hanif Asyhar
The opportunity to learn (OTL) is one of the important aspects of achieving the goal of the learning process. There have been three dimensions of OTL: instructional time (IT), content covered during instruction (CC), and quality of instruction (QI) mentioned in the literature and used as a framework in this article. This study aims to reveal the gap in math ability between madrasah and non-madrasah students in Indonesia and the contribution of the three OTL aspects toward math scores. This study employed a cross-sectional survey approach with self-report instruments. The data were obtained from a survey of participants in the New Students National Selection for Madrasah Aliyah Negeri (Islamic High-school managed by the ministry of religious affairs) in 2021. There were 8,258 participants, consisting of 4,842 students from madrasah and 3,416 from non-madrasah. This study used multilevel structural equation modeling (SEM) to analyze the data. The findings show that (a) there is a gap in math ability score between madrasah and non-madrasah students which is -27, with a mean math ability score of madrasah students being lower than non- madrasah students, and (b) the time invested in learning significantly affects the occurrence of gaps in math ability scores, while the scope of the materials and the quality of learning do not affect the occurrence of the gap in math ability scores. These findings suggest that it is important for the Ministry of Religious Affairs to consider the addition of mathematical lesson duration in madrasah while restructuring the allocation for Islamic lessons.
{"title":"Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?","authors":"A. Umar, Kusaeri Kusaeri, Ali Ridho, A. Yusuf, Ahmad Hanif Asyhar","doi":"10.21831/cp.v41i3.40169","DOIUrl":"https://doi.org/10.21831/cp.v41i3.40169","url":null,"abstract":"The opportunity to learn (OTL) is one of the important aspects of achieving the goal of the learning process. There have been three dimensions of OTL: instructional time (IT), content covered during instruction (CC), and quality of instruction (QI) mentioned in the literature and used as a framework in this article. This study aims to reveal the gap in math ability between madrasah and non-madrasah students in Indonesia and the contribution of the three OTL aspects toward math scores. This study employed a cross-sectional survey approach with self-report instruments. The data were obtained from a survey of participants in the New Students National Selection for Madrasah Aliyah Negeri (Islamic High-school managed by the ministry of religious affairs) in 2021. There were 8,258 participants, consisting of 4,842 students from madrasah and 3,416 from non-madrasah. This study used multilevel structural equation modeling (SEM) to analyze the data. The findings show that (a) there is a gap in math ability score between madrasah and non-madrasah students which is -27, with a mean math ability score of madrasah students being lower than non- madrasah students, and (b) the time invested in learning significantly affects the occurrence of gaps in math ability scores, while the scope of the materials and the quality of learning do not affect the occurrence of the gap in math ability scores. These findings suggest that it is important for the Ministry of Religious Affairs to consider the addition of mathematical lesson duration in madrasah while restructuring the allocation for Islamic lessons.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75773753","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. Supriyoko, A. Nisa, Novita Freshka Uktolseja, Z. Prasetyo
This research aims to describe the nature-based school curriculum as a solution to the learning-teaching that promotes students’ freedom. The implementation of the learning-teaching is designed to be fun based on the natural characteristics of children. This research utilized a qualitative-descriptive method involving students, teachers, and parents as participants. Data were collected through observations, questionnaires, and interviews. The data analysis consisted of four stages: data collection, data reduction, data presentation and drawing conclusions. The results of this research indicate that the curriculum developed at the nature-based school is implemented by integrating the national curriculum with the natural school curriculum consisting of four pillars: morality, scientific logic, leadership, and entrepreneurship. The positive impact of this research is that the innovation of natural curriculum has been in line with the implementation of independent curriculum by implementing four pillars in learning-teaching process and are carried out through experience-based learning and project-based learning methods. Students are facilitated to express their opinions in different activities and are given the freedom to choose a place to learn in several activities. For example, in some activities, students are free to choose learning places which can be in the prayer room, in the school yard, in the library, or in other places. The learning-teaching can increase students’ enthusiasm to go to school, be happy, feel valued and feel free when they are at schools. With this nature-based school curriculum, children develop according to their nature and grow into meaningful, independent, and beneficial human beings in the surrounding environment who have noble character, have logical abilities, have a good leadership spirit, and have an entrepreneurial spirit.
{"title":"The nature-based school curriculum: A solution to learning-teaching that promotes students’ freedom","authors":"S. Supriyoko, A. Nisa, Novita Freshka Uktolseja, Z. Prasetyo","doi":"10.21831/cp.v41i3.47903","DOIUrl":"https://doi.org/10.21831/cp.v41i3.47903","url":null,"abstract":"This research aims to describe the nature-based school curriculum as a solution to the learning-teaching that promotes students’ freedom. The implementation of the learning-teaching is designed to be fun based on the natural characteristics of children. This research utilized a qualitative-descriptive method involving students, teachers, and parents as participants. Data were collected through observations, questionnaires, and interviews. The data analysis consisted of four stages: data collection, data reduction, data presentation and drawing conclusions. The results of this research indicate that the curriculum developed at the nature-based school is implemented by integrating the national curriculum with the natural school curriculum consisting of four pillars: morality, scientific logic, leadership, and entrepreneurship. The positive impact of this research is that the innovation of natural curriculum has been in line with the implementation of independent curriculum by implementing four pillars in learning-teaching process and are carried out through experience-based learning and project-based learning methods. Students are facilitated to express their opinions in different activities and are given the freedom to choose a place to learn in several activities. For example, in some activities, students are free to choose learning places which can be in the prayer room, in the school yard, in the library, or in other places. The learning-teaching can increase students’ enthusiasm to go to school, be happy, feel valued and feel free when they are at schools. With this nature-based school curriculum, children develop according to their nature and grow into meaningful, independent, and beneficial human beings in the surrounding environment who have noble character, have logical abilities, have a good leadership spirit, and have an entrepreneurial spirit.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83853374","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}
Hussien Mohamad Razak, Norizan Abdul Razak, Pramela Krish
Promoting digital literacies is the apparent goal of an extensive array of educational initiatives in all educational contexts. However, very limited attention has been directed toward the strategies of promoting students’ digital literacies in the literature. Thus, this qualitative study aims to identify the strategies of EFL teachers and school administrators in promoting EFL students’ digital literacies to thrive in the new normal challenges. Semi-structured interviews with 6 EFL teachers and 6 school admins from the Arab international schools in Kuala Lumpur were gathered using a convenient sampling technique. The qualitative data were analysed and reported thematically. The findings of the study revealed that teachers reported four strategies to promote students’ digital literacy: motivating students, conducting training workshops, actual use of digital technologies in the classroom, and enhancing classroom digital infrastructure. Similarly, school admins reported four strategies: rising parents’ awareness towards the importance of digital technologies, training teachers and students, enhancing classroom infrastructure and redesigning the EFL classroom. These findings offer implications for policymakers and researchers, especially those interested in enhancing students’ digital literacies. The results require further urgent large-scale investigations to address the factors that currently constrain the promotion of digital technologies.
{"title":"Enhancing students’ digital literacy at EFL classroom: Strategies of teachers and school administrators","authors":"Hussien Mohamad Razak, Norizan Abdul Razak, Pramela Krish","doi":"10.21831/cp.v41i3.43107","DOIUrl":"https://doi.org/10.21831/cp.v41i3.43107","url":null,"abstract":"Promoting digital literacies is the apparent goal of an extensive array of educational initiatives in all educational contexts. However, very limited attention has been directed toward the strategies of promoting students’ digital literacies in the literature. Thus, this qualitative study aims to identify the strategies of EFL teachers and school administrators in promoting EFL students’ digital literacies to thrive in the new normal challenges. Semi-structured interviews with 6 EFL teachers and 6 school admins from the Arab international schools in Kuala Lumpur were gathered using a convenient sampling technique. The qualitative data were analysed and reported thematically. The findings of the study revealed that teachers reported four strategies to promote students’ digital literacy: motivating students, conducting training workshops, actual use of digital technologies in the classroom, and enhancing classroom digital infrastructure. Similarly, school admins reported four strategies: rising parents’ awareness towards the importance of digital technologies, training teachers and students, enhancing classroom infrastructure and redesigning the EFL classroom. These findings offer implications for policymakers and researchers, especially those interested in enhancing students’ digital literacies. The results require further urgent large-scale investigations to address the factors that currently constrain the promotion of digital technologies.","PeriodicalId":17767,"journal":{"name":"Jurnal Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90040626","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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