Pub Date : 2023-11-01DOI: 10.11591/edulearn.v17i4.20772
Nur Hidayah, Afdal Afdal, Nandang Budiman, Husni Hanafi, Mila Yunita
The ideal teacher can reflect on self-development to form a personality that fits the needs of students. Teachers who have achieved a perfect personality figure have a greater chance of success in transferring knowledge and in the student education process. The need for an ideal teacher figure can be a reference for prospective teachers to develop themselves from the beginning of their education. Based on these needs, this study identified the ideal teacher figure based on the student’s perspective. This research design used a survey research design in the quantitative method. The research subjects consisted of 240 students spread across the East Java, Indonesia. The data collection instrument used the student version of the teacher’s personality test. Analysis of the research data was carried out in a statistical-descriptive. The results showed that the four strongest personalities most expected of students were caring, humble, responsible, and patience. Teachers’ ideal personalities help them provide services that align with students’ self-development needs. Suggestions for further research are identifying ideal teacher personalities based on other points of view, including senior teachers, student teacher candidates, and society in general.
{"title":"Assessing ideal teacher’s personality: Students’ perspective and expectations","authors":"Nur Hidayah, Afdal Afdal, Nandang Budiman, Husni Hanafi, Mila Yunita","doi":"10.11591/edulearn.v17i4.20772","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20772","url":null,"abstract":"The ideal teacher can reflect on self-development to form a personality that fits the needs of students. Teachers who have achieved a perfect personality figure have a greater chance of success in transferring knowledge and in the student education process. The need for an ideal teacher figure can be a reference for prospective teachers to develop themselves from the beginning of their education. Based on these needs, this study identified the ideal teacher figure based on the student’s perspective. This research design used a survey research design in the quantitative method. The research subjects consisted of 240 students spread across the East Java, Indonesia. The data collection instrument used the student version of the teacher’s personality test. Analysis of the research data was carried out in a statistical-descriptive. The results showed that the four strongest personalities most expected of students were caring, humble, responsible, and patience. Teachers’ ideal personalities help them provide services that align with students’ self-development needs. Suggestions for further research are identifying ideal teacher personalities based on other points of view, including senior teachers, student teacher candidates, and society in general.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112384","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 quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
21世纪社会5.0时代的人力资源素质提高与技术密切相关，而YouTube是实现这一目标的途径之一。因此，本研究确定了在印度尼西亚Pattimura大学德语教育研究项目中应用youtube辅助发现模式前后学生认知学习成果和批判性思维的差异。采用假实验-前测和后测不平等对照组设计，选取20名选修“Strukturen and Wortschatz zur Aufbaustufe A2.1”课程的二学期学生。此外，样品测定采用比例采样技术。数据收集以论文测试的形式进行，以确定认知学习和批判性思维的结果，问卷调查表和访谈。配对t检验显示p=0.000α=0.05，表明应用youtube辅助发现学习模型前后认知学习结果和批判性思维技能存在显著差异。应用这种学习模式后，学生的认知测试成绩和批判性思维都有所提高，这一点得到了证实。因此，研究结果可以应用于德语学习中的其他概念。
{"title":"The YouTube-assisted discovery learning model: Improving students’ cognitive learning outcomes and critical thinking","authors":"Wilma Akihary, Rita Fransina Maruanaya, Carolina Lestuny, Seplinovye Penina Maruanaya","doi":"10.11591/edulearn.v17i4.20851","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20851","url":null,"abstract":"The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 21","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.11591/edulearn.v17i4.21053
Züleyha Avşar, Nazlı Tunçel Yanar
The attitudes of secondary school students towards physical education and sports lessons and their teachers were tried to be determined through metaphors in this study. In the study, in which the mixed research method was used, the convergent parallel design was adopted. In the research, “physical education teacher evaluation scale based on student opinions”, “physical education attitude scale for secondary education students” and the metaphor sentence created by the researchers were used as data collection tools. The study group consisted of 185 secondary school students. The obtained quantitative data were analyzed in the Jamovi 2.0.0 statistical software program. Independent sample t-test and Pearson correlation test were used in pairwise comparisons. When the data obtained were examined, significant differences were determined according to the physical education teacher (PEL) attitude, gender, sports background, PEL, and teacher love. In the mean scores of physical education teacher evaluation, there were differences according to gender, PEL, and teacher love. The findings of the qualitative data were analyzed with the content analysis method, and categories and themes were created. The metaphors for physical education and sports lessons were grouped under two categories, while the metaphors for the physical education and sports teacher were grouped under three categories.
{"title":"Examination of metaphorical attitudes towards physical education teacher and lesson","authors":"Züleyha Avşar, Nazlı Tunçel Yanar","doi":"10.11591/edulearn.v17i4.21053","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.21053","url":null,"abstract":"The attitudes of secondary school students towards physical education and sports lessons and their teachers were tried to be determined through metaphors in this study. In the study, in which the mixed research method was used, the convergent parallel design was adopted. In the research, “physical education teacher evaluation scale based on student opinions”, “physical education attitude scale for secondary education students” and the metaphor sentence created by the researchers were used as data collection tools. The study group consisted of 185 secondary school students. The obtained quantitative data were analyzed in the Jamovi 2.0.0 statistical software program. Independent sample t-test and Pearson correlation test were used in pairwise comparisons. When the data obtained were examined, significant differences were determined according to the physical education teacher (PEL) attitude, gender, sports background, PEL, and teacher love. In the mean scores of physical education teacher evaluation, there were differences according to gender, PEL, and teacher love. The findings of the qualitative data were analyzed with the content analysis method, and categories and themes were created. The metaphors for physical education and sports lessons were grouped under two categories, while the metaphors for the physical education and sports teacher were grouped under three categories.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112559","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}
Sylvester Donkoh, Juliana Ivy Araba Ekuban, Robert Mensah
The study focused on the relationship between social media usage and test anxiety. It investigated how specific uses of social media are associated with test anxiety. The study classified the uses of social media into four dimensions and explored the relationship between each of the four dimensions and test anxiety. The study also explored the test anxiety levels of students before, during, and after the test. A descriptive survey design was used for the study. This survey used a Test Anxiety and Social Networking Questionnaire to collect data from 106 College of Education students sampled using a multi-stage sampling procedure. The data collected from the respondents were analyzed using scatter plots, Pearson’s Product Moment Correlation Co-efficient, mean scores, and independent samples T-test. It was found that the respondents’ test anxiety was generally high and it progressively increased from before to after the test. There was a strong positive correlation between test anxiety during and after the test. This finding suggests that if the students are well prepared for a test and can answer questions to their satisfaction, their anxiety during the test will be low and this will, in turn, reduce their anxiety after the test. The study also found that excessive use of social media networking sites essentially increases test anxiety during and after the test. This implies that students can reduce test anxiety by using social media networking in moderation and focusing on their academic work.
{"title":"Social Media Use and Test Anxiety: Exploring the Relationship","authors":"Sylvester Donkoh, Juliana Ivy Araba Ekuban, Robert Mensah","doi":"10.5539/jel.v12n6p166","DOIUrl":"https://doi.org/10.5539/jel.v12n6p166","url":null,"abstract":"The study focused on the relationship between social media usage and test anxiety. It investigated how specific uses of social media are associated with test anxiety. The study classified the uses of social media into four dimensions and explored the relationship between each of the four dimensions and test anxiety. The study also explored the test anxiety levels of students before, during, and after the test. A descriptive survey design was used for the study. This survey used a Test Anxiety and Social Networking Questionnaire to collect data from 106 College of Education students sampled using a multi-stage sampling procedure. The data collected from the respondents were analyzed using scatter plots, Pearson’s Product Moment Correlation Co-efficient, mean scores, and independent samples T-test. It was found that the respondents’ test anxiety was generally high and it progressively increased from before to after the test. There was a strong positive correlation between test anxiety during and after the test. This finding suggests that if the students are well prepared for a test and can answer questions to their satisfaction, their anxiety during the test will be low and this will, in turn, reduce their anxiety after the test. The study also found that excessive use of social media networking sites essentially increases test anxiety during and after the test. This implies that students can reduce test anxiety by using social media networking in moderation and focusing on their academic work.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"241 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.11591/edulearn.v17i4.20978
Veysel Temel, Murat Tekin
A positive perception situation positively increases the person’s worthiness, self-confidence and perspective towards time. The current study determined the relationship between the positive perception and social well-being levels of students during the COVID-19 quarantine period. The study group consisted of 236 students, 110 females and 126 males (mean age=21.30±1.99). Positive perception scale and social well-being scale were used. Skewness-kurtosis normality distribution test was used to determine whether the measurements are suitable for normal distribution. Skewness-kurtosis technique showed normal distribution in all dimensions according to the technique. In the analysis of the study data, Pearson product moment correlation analysis with descriptive statistics and multivariate analysis of variance or MANOVA analyzes scores were performed to determine the relationship between positive perception and social well-being. As a result, it is understood that students have over mid-level of positive perception and mid-level social well-being levels. According to the results of the correlation analysis, it was concluded that there was a positive and meaningful relationship between the social well-being and sub-dimensions of the positive perception scale.
{"title":"The positive emotions: Positive perception and social well-being levels of the university students","authors":"Veysel Temel, Murat Tekin","doi":"10.11591/edulearn.v17i4.20978","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20978","url":null,"abstract":"A positive perception situation positively increases the person’s worthiness, self-confidence and perspective towards time. The current study determined the relationship between the positive perception and social well-being levels of students during the COVID-19 quarantine period. The study group consisted of 236 students, 110 females and 126 males (mean age=21.30±1.99). Positive perception scale and social well-being scale were used. Skewness-kurtosis normality distribution test was used to determine whether the measurements are suitable for normal distribution. Skewness-kurtosis technique showed normal distribution in all dimensions according to the technique. In the analysis of the study data, Pearson product moment correlation analysis with descriptive statistics and multivariate analysis of variance or MANOVA analyzes scores were performed to determine the relationship between positive perception and social well-being. As a result, it is understood that students have over mid-level of positive perception and mid-level social well-being levels. According to the results of the correlation analysis, it was concluded that there was a positive and meaningful relationship between the social well-being and sub-dimensions of the positive perception scale.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 25","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.11591/edulearn.v17i4.20720
Hieronimus Canggung Darong, Erna Mena Niman
A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.
{"title":"The bumpy road of assessment for learning during pandemic of COVID-19","authors":"Hieronimus Canggung Darong, Erna Mena Niman","doi":"10.11591/edulearn.v17i4.20720","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20720","url":null,"abstract":"A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.11591/edulearn.v17i4.20910
Yuvita Yuvita, Ahmad Husain, Anin Eka Sulistyawati, Noeris Meiristiani, Eva Fatimah, Sakina Sunmud
The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims ‘information’ as an inadequate domain and ‘implement tech to learning’ as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.
{"title":"Assessing the digital literacy competence of pre-service English teacher in Indonesia and Thailand","authors":"Yuvita Yuvita, Ahmad Husain, Anin Eka Sulistyawati, Noeris Meiristiani, Eva Fatimah, Sakina Sunmud","doi":"10.11591/edulearn.v17i4.20910","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20910","url":null,"abstract":"The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims ‘information’ as an inadequate domain and ‘implement tech to learning’ as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.11591/edulearn.v17i4.20839
Vita Sarasi, Iman Chaerudin, Irhaz Aulianandatama Sundoro
The development of information and communication technology (ICT) during the era of the fourth industrial revolution, the impact of the COVID-19 pandemic in 2020, and the government’s call for large-scale social restrictions have led to the emergence of online learning systems (OLS) in higher education. This study develops a measurement model for the success of OLS based on the DeLone McLean model. Surveys were conducted on a sample of 175 students from domestic and international universities. Data processing used the partial least squares structural equation modeling or PLS-SEM method, and root cause analysis. The results show that platform quality has a positive influence on OLS success, whether mediated by user satisfaction or OLS usage. Social influence has a positive effect on OLS success, mediated by OLS usage. User computer anxiety has a negative effect on OLS success, mediated by user satisfaction. Recommendations to improve OLS success include adjusting internet package rates to make them more affordable, improving signal strength to various locations for better coverage, limiting the number of users in one learning session for more effective OLS, and the need for organizational support in using the right applications.
{"title":"The DeLone and McLean model for measuring success in online learning systems: Indonesian evidence","authors":"Vita Sarasi, Iman Chaerudin, Irhaz Aulianandatama Sundoro","doi":"10.11591/edulearn.v17i4.20839","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20839","url":null,"abstract":"The development of information and communication technology (ICT) during the era of the fourth industrial revolution, the impact of the COVID-19 pandemic in 2020, and the government’s call for large-scale social restrictions have led to the emergence of online learning systems (OLS) in higher education. This study develops a measurement model for the success of OLS based on the DeLone McLean model. Surveys were conducted on a sample of 175 students from domestic and international universities. Data processing used the partial least squares structural equation modeling or PLS-SEM method, and root cause analysis. The results show that platform quality has a positive influence on OLS success, whether mediated by user satisfaction or OLS usage. Social influence has a positive effect on OLS success, mediated by OLS usage. User computer anxiety has a negative effect on OLS success, mediated by user satisfaction. Recommendations to improve OLS success include adjusting internet package rates to make them more affordable, improving signal strength to various locations for better coverage, limiting the number of users in one learning session for more effective OLS, and the need for organizational support in using the right applications.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112387","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}
Teachers’ interventions against the behaviors of students with intellectual disability (ID) are urgent for their instructional strategies in the classroom. There were 42 teachers of children with ID given a questionnaire via Google Forms. The questions posed concerned the antecedents of the behavior problems in students with ID, the forms of the behavior problems, teachers’ measures, post-intervention conditions, and suggestions for parents. The strongest trigger of behavior problems found was the teacher’s direction for a task, in which task refusal. In response to the task refusal behavior, the teacher took a measure by calming the students down and resulted in the students turning calm. This predictor of the teacher’s intervention can be applied as a basis for parents’ participation in collaboration to overcome behavior problems in students with ID. The teachers’ interventions against behavior problems in students with ID took the form of measures that were of the fading and prompting nature as well as the form of verbal diversion. The teachers’ interventions above mentioned can be used as predictors as they are relevant to the antecedents of the behavior problems of the students with ID, the forms of the behavior problems, and the concequences the teachers should follow.
{"title":"Teachers’ interventions against the behaviors of children with intellectual disability","authors":"Mumpuniarti Mumpuniarti, Wening Prabawati, Hermanto Hermanto, Sukinah Sukinah, Ade Putri Sarwendah, Suparno Suparno","doi":"10.11591/edulearn.v17i4.20723","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20723","url":null,"abstract":"Teachers’ interventions against the behaviors of students with intellectual disability (ID) are urgent for their instructional strategies in the classroom. There were 42 teachers of children with ID given a questionnaire via Google Forms. The questions posed concerned the antecedents of the behavior problems in students with ID, the forms of the behavior problems, teachers’ measures, post-intervention conditions, and suggestions for parents. The strongest trigger of behavior problems found was the teacher’s direction for a task, in which task refusal. In response to the task refusal behavior, the teacher took a measure by calming the students down and resulted in the students turning calm. This predictor of the teacher’s intervention can be applied as a basis for parents’ participation in collaboration to overcome behavior problems in students with ID. The teachers’ interventions against behavior problems in students with ID took the form of measures that were of the fading and prompting nature as well as the form of verbal diversion. The teachers’ interventions above mentioned can be used as predictors as they are relevant to the antecedents of the behavior problems of the students with ID, the forms of the behavior problems, and the concequences the teachers should follow.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 29","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112389","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}
Lifelong learning skills and building competencies necessary for teachers’ competitiveness are urgent issues. This work aimed to study the relationship between teachers’ self-education and competitiveness. The research method used a questionnaire survey of teachers and principals of general secondary education institutions, as well as the method of comparison and mathematical methods. The results showed that there was a relationship between teachers’ motivation factors for independent lifelong learning, directions and sources with the achieved results of self-education was established. According to the framework of competitive competencies, the teacher’s qualities’ dependence on motivation, directions, sources and results of self-education was also revealed. The results of this study can be helpful as they arrange knowledge and research methods of the self-education process, taking into account motivation, directions, sources, and outcomes. Therefore, teachers should engage in self-education throughout their professional life to improve their competitiveness. They should also constantly update their knowledge of the fields related to teaching. They must develop synchronously with the evolution of science and technology and have a creative approach to learning. Teachers should supplement their knowledge of subject teaching methods, psychology, and health care. Further research should focus on other factors influencing improving teachers’ competitiveness.
{"title":"The effect of self-education on teachers’ competitiveness","authors":"Larysa Gorodnycha, Svitlana Gergul, Maryna Olkhovyk, Valentyn Panchenko, Iryna Turchyna","doi":"10.11591/edulearn.v17i4.21134","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.21134","url":null,"abstract":"Lifelong learning skills and building competencies necessary for teachers’ competitiveness are urgent issues. This work aimed to study the relationship between teachers’ self-education and competitiveness. The research method used a questionnaire survey of teachers and principals of general secondary education institutions, as well as the method of comparison and mathematical methods. The results showed that there was a relationship between teachers’ motivation factors for independent lifelong learning, directions and sources with the achieved results of self-education was established. According to the framework of competitive competencies, the teacher’s qualities’ dependence on motivation, directions, sources and results of self-education was also revealed. The results of this study can be helpful as they arrange knowledge and research methods of the self-education process, taking into account motivation, directions, sources, and outcomes. Therefore, teachers should engage in self-education throughout their professional life to improve their competitiveness. They should also constantly update their knowledge of the fields related to teaching. They must develop synchronously with the evolution of science and technology and have a creative approach to learning. Teachers should supplement their knowledge of subject teaching methods, psychology, and health care. Further research should focus on other factors influencing improving teachers’ competitiveness.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112392","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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