Mind skills become the counselor’s internal competencies that support the counselor’s self-development in providing guidance and counseling services. Mind skills consist of six components that are interrelated and often integrated. The metacognitive thinking process is the key to success in how counselors can manage their thoughts and mental states through these six components. This study examined the success of the reverse roleplay training strategy to improve the counselor’s mind skills. The method was quasi-experimental quantitative with a pretest-posttest design. The subjects of this study were 31 counselors in Malang Raya, Indonesia. Data analysis in this study used two stages, descriptive statistical analysis and hypothesis test. The results showed that the counselor’s mind skills achievements before and after the intervention marked a difference with significant increase. Reverse roleplay increased the participants’ understanding and experience of the thoughts, perceptions, and feelings from broader perspectives. The counselor’s mental experiences involved during counseling sessions become a “full presence” for the therapeutic relationship. This research suggests further research to explore the counselor’s mental experiences in detail. As for practical implication, the reverse roleplay is recommended as a training design for improving the internal competencies of counselors and educators in general.
{"title":"The effect of reverse roleplay training to improve the counselor’s mind skills","authors":"Lutfi Fauzan, Nur Hidayah, Fitri Wahyuni, Husni Hanafi, Rofiqoh Rofiqoh, Nanda Alfan Kurniawan","doi":"10.11591/edulearn.v17i4.20752","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20752","url":null,"abstract":"Mind skills become the counselor’s internal competencies that support the counselor’s self-development in providing guidance and counseling services. Mind skills consist of six components that are interrelated and often integrated. The metacognitive thinking process is the key to success in how counselors can manage their thoughts and mental states through these six components. This study examined the success of the reverse roleplay training strategy to improve the counselor’s mind skills. The method was quasi-experimental quantitative with a pretest-posttest design. The subjects of this study were 31 counselors in Malang Raya, Indonesia. Data analysis in this study used two stages, descriptive statistical analysis and hypothesis test. The results showed that the counselor’s mind skills achievements before and after the intervention marked a difference with significant increase. Reverse roleplay increased the participants’ understanding and experience of the thoughts, perceptions, and feelings from broader perspectives. The counselor’s mental experiences involved during counseling sessions become a “full presence” for the therapeutic relationship. This research suggests further research to explore the counselor’s mental experiences in detail. As for practical implication, the reverse roleplay is recommended as a training design for improving the internal competencies of counselors and educators in general.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112553","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.v17i4.20805
Rizki Nur Analita, Iriani Bakti, Putranty Widha Nugraheni, Ester Noviyanti
The learners’ conceptual understanding has become one of the leading research areas conducted by educational researchers. Both students and current educators should actively work to improve their understanding of alternative conceptions and deepen their conceptual knowledge. One of the essential concepts in chemistry learning is colligative properties. This research is a literature review that discusses vapor-pressure lowering and boiling-point elevation, parts of colligative properties concept. The method used a meta-analysis review that combined the results of multiple studies that required a systematic approach to research of the literature. A preferred reporting items for systematic reviews and meta-analysis or known as PRISMA process was used for study selection. The following literature review was summarized based on various studies from Indonesia, United States of America (USA), Turkey, and Greece. The aims of this review were to provide important details from several previous studies to help researchers obtain complete sources. The findings were also expected to provide the learner with the correct understanding of chemistry, especially in vapor-pressure lowering and boiling-point elevation concepts.
{"title":"The learners’ conceptual understanding: Literature review of vapor-pressure lowering and boiling-point elevation","authors":"Rizki Nur Analita, Iriani Bakti, Putranty Widha Nugraheni, Ester Noviyanti","doi":"10.11591/edulearn.v17i4.20805","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20805","url":null,"abstract":"The learners’ conceptual understanding has become one of the leading research areas conducted by educational researchers. Both students and current educators should actively work to improve their understanding of alternative conceptions and deepen their conceptual knowledge. One of the essential concepts in chemistry learning is colligative properties. This research is a literature review that discusses vapor-pressure lowering and boiling-point elevation, parts of colligative properties concept. The method used a meta-analysis review that combined the results of multiple studies that required a systematic approach to research of the literature. A preferred reporting items for systematic reviews and meta-analysis or known as PRISMA process was used for study selection. The following literature review was summarized based on various studies from Indonesia, United States of America (USA), Turkey, and Greece. The aims of this review were to provide important details from several previous studies to help researchers obtain complete sources. The findings were also expected to provide the learner with the correct understanding of chemistry, especially in vapor-pressure lowering and boiling-point elevation concepts.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112395","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.v17i4.20914
Gulled Mohamed Yasin, Rachel Monde Kabeta
Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
{"title":"Status of pedagogical practices in Somaliland higher education institutions","authors":"Gulled Mohamed Yasin, Rachel Monde Kabeta","doi":"10.11591/edulearn.v17i4.20914","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20914","url":null,"abstract":"Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112386","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.v17i4.20311
Honesta Chidiebere Anorue, John E. Ekuma, Timothy Onwumere Olinya, Lilian O. Nwandu
This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean ( ) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.
{"title":"Empowering vocational educators instructional delivery through information and communication technology training in universities","authors":"Honesta Chidiebere Anorue, John E. Ekuma, Timothy Onwumere Olinya, Lilian O. Nwandu","doi":"10.11591/edulearn.v17i4.20311","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20311","url":null,"abstract":"This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean ( ) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 27","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112391","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}
Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethno-ECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethno-ECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.
{"title":"Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills","authors":"Panggih Priyambodo, Paidi Paidi, Insih Wilujeng, Asri Widowati","doi":"10.11591/edulearn.v17i4.20876","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20876","url":null,"abstract":"Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethno-ECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethno-ECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112555","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}
Early mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills.
{"title":"Misapprehension of mathematics among teachers, parents, and elementary school students","authors":"Khabibur Rohman, Turmudi Turmudi, Dasim Budimansyah, Ernawulan Syaodih","doi":"10.11591/edulearn.v17i4.20632","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20632","url":null,"abstract":"Early mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112383","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.v17i4.20846
Rida Oktorida Khastini, Aditya Rahman Kintu Nihan, Dewi Murni, Susi Martiani
This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.
{"title":"The research finding of marine fungi as milkfish feed and its utilization for biotechnology digital magazine","authors":"Rida Oktorida Khastini, Aditya Rahman Kintu Nihan, Dewi Murni, Susi Martiani","doi":"10.11591/edulearn.v17i4.20846","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20846","url":null,"abstract":"This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore and document language teachers’ beliefs and perceptions of journal writing as a tool for improving their practice and enhancing their professional growth. The significance of reflective journals in improving professional practice has been widely reported in pre-service teacher education research. However, research on in-service English as a foreign language teachers’ perceptions of teaching journals has yielded competing views, and it remains an underexplored area. Prompted by this, a qualitative research design was adopted to document language instructors' perceptions of and experiences using teaching journals in their daily lives. Four female English language teachers from the English Language Institute (ELI) at a university in Saudi Arabia participated in a two-week journal writing intervention to reflect on and document their experiences. The findings drawn from the focus-group interviews revealed that the participants had both positive and negative experiences with teaching journals but, for the most part, found journal writing to be a valuable tool for reflecting on their teaching and enhancing their professional growth. Additionally, the participants reported some challenges encountered in integrating journal writing, including lack of time, miscommunication with superiors, lack of motivation, and heavy workload. The study also discusses recommendations for using journals for classroom practitioners and professional development researchers.
{"title":"Unveiling the Impact of Journal Writing on EFL Teachers’ Professional Growth","authors":"Fatoon Simbawa, Hussein Assalahi","doi":"10.5539/jel.v12n6p177","DOIUrl":"https://doi.org/10.5539/jel.v12n6p177","url":null,"abstract":"This study aimed to explore and document language teachers’ beliefs and perceptions of journal writing as a tool for improving their practice and enhancing their professional growth. The significance of reflective journals in improving professional practice has been widely reported in pre-service teacher education research. However, research on in-service English as a foreign language teachers’ perceptions of teaching journals has yielded competing views, and it remains an underexplored area. Prompted by this, a qualitative research design was adopted to document language instructors' perceptions of and experiences using teaching journals in their daily lives. Four female English language teachers from the English Language Institute (ELI) at a university in Saudi Arabia participated in a two-week journal writing intervention to reflect on and document their experiences. The findings drawn from the focus-group interviews revealed that the participants had both positive and negative experiences with teaching journals but, for the most part, found journal writing to be a valuable tool for reflecting on their teaching and enhancing their professional growth. Additionally, the participants reported some challenges encountered in integrating journal writing, including lack of time, miscommunication with superiors, lack of motivation, and heavy workload. The study also discusses recommendations for using journals for classroom practitioners and professional development researchers.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"242 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371145","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.v17i4.20550
Suharno Suharno, Didi Suherdi, Wawan Gunawan
Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.
{"title":"Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review","authors":"Suharno Suharno, Didi Suherdi, Wawan Gunawan","doi":"10.11591/edulearn.v17i4.20550","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20550","url":null,"abstract":"Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"409 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112385","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}
Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.
{"title":"Problem-based learning for improving problem-solving and critical thinking skills: A case on probability theory course","authors":"Mathilda Susanti, Suyanto Suyanto, Jailani Jailani, Heri Retnawati","doi":"10.11591/edulearn.v17i4.20866","DOIUrl":"https://doi.org/10.11591/edulearn.v17i4.20866","url":null,"abstract":"Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.","PeriodicalId":31543,"journal":{"name":"Journal Of Education Teaching and Learning","volume":"408 28","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112390","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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