Suciani Latif, Uman Suherman AS, M. Supriatna, I. Ilfiandra
Abstract. The study aimed to produce a self-report instrument using a cultural intelligence scale for Guidance and Counseling teachers. It employed Research and Development design adopting the model of Adam and Wieman (2011). Operationally, the development of the instrument was divided into five stages, 1) determining the question format; 2) determining the question construction; 3) determining the guidance of assessment, expert judgment, and revision of the question; 4) expert judgment by the experts of culture and instrument development; and 5) analyzing instrument using the Rasch model. Data analysis showed that in the development of cultural intelligence instrument: 1) the instrument construct was correctly determined, and it could measure one variable of Guidance and Counseling teachers' cultural understanding; 2) there were five items of cultural intelligence instrument categorized as very difficult and five items were in the very easy category; 3) all items of cultural intelligence instrument of Guidance and Counseling teachers were fit, meaning that it functioned normal, could be understood by the Guidance and Counseling teachers, and can measure what it should measure; and 4) The Cronbach Alpha was 0,96, indicating that the instrument was in the Very Good category with the Person Reliability of 0,92 and Item Reliability of 0,99. Therefore, based on the Rasch model analysis, the cultural intelligence instrument of Guidance and Counseling teachers, which was developed, had fulfilled the set standard and Good criteria, and it could be used to collect data about the cultural intelligence of Guidance and Counseling teachers.
摘要本研究旨在使用文化智力量表为辅导教师制作一种自我报告工具。采用Adam and Wieman(2011)模型进行研发设计。在操作上，该仪器的开发分为五个阶段:1)确定问题格式;2)确定问题结构;3)确定评估指导、专家判断和问题修正;4)由培养和仪器开发专家进行专家判断;5)采用Rasch模型的分析仪器。数据分析表明，在文化智力量表的开发过程中:1)正确确定了量表结构，能够测量辅导教师文化理解的一个变量;(2)文化智力测验中有5个题项为极难题项，5个题项为极易题项;(3)辅导教师文化智力量表各项指标均达到适宜性，即功能正常，能被辅导教师理解，能测量该测量的内容;4) Cronbach Alpha为0.96，表明该仪器属于非常好的类别，个人信度为0.92，项目信度为0.99。因此，在Rasch模型分析的基础上，开发的辅导教师文化智力测试仪满足了set标准和Good标准，可以用来收集辅导教师文化智力的数据。
{"title":"Developing A Cultural Intelligence Instrument for Guidance and Counseling Teachers","authors":"Suciani Latif, Uman Suherman AS, M. Supriatna, I. Ilfiandra","doi":"10.26858/est.v8i1.19653","DOIUrl":"https://doi.org/10.26858/est.v8i1.19653","url":null,"abstract":"Abstract. The study aimed to produce a self-report instrument using a cultural intelligence scale for Guidance and Counseling teachers. It employed Research and Development design adopting the model of Adam and Wieman (2011). Operationally, the development of the instrument was divided into five stages, 1) determining the question format; 2) determining the question construction; 3) determining the guidance of assessment, expert judgment, and revision of the question; 4) expert judgment by the experts of culture and instrument development; and 5) analyzing instrument using the Rasch model. Data analysis showed that in the development of cultural intelligence instrument: 1) the instrument construct was correctly determined, and it could measure one variable of Guidance and Counseling teachers' cultural understanding; 2) there were five items of cultural intelligence instrument categorized as very difficult and five items were in the very easy category; 3) all items of cultural intelligence instrument of Guidance and Counseling teachers were fit, meaning that it functioned normal, could be understood by the Guidance and Counseling teachers, and can measure what it should measure; and 4) The Cronbach Alpha was 0,96, indicating that the instrument was in the Very Good category with the Person Reliability of 0,92 and Item Reliability of 0,99. Therefore, based on the Rasch model analysis, the cultural intelligence instrument of Guidance and Counseling teachers, which was developed, had fulfilled the set standard and Good criteria, and it could be used to collect data about the cultural intelligence of Guidance and Counseling teachers.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73135216","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 analyzes the differences between the levels of management knowledge possessed by vocational high school teachers. The problem in this research is the shortage of vocational teachers who teach productive subjects, so that there is a gap in the skills possessed by graduates. This study uses a quantitative approach with Chi-Squared analysis, data collection is done by distributing online questionnaires and documents. The sample amounted to 62 respondents using a non-probability sampling technique, namely saturated sampling. The results showed that there was no significant difference between knowledge management and the category of teachers (vocational and non-vocational). These results mean that every teacher who teaches at Muhammadiyah vocational schools has the same knowledge competence in designing, organizing, carrying out tasks, and controlling school programs.
{"title":"Implications of Knowledge Management in Vocational Education","authors":"Rismita Rismita, B. Bunyamin","doi":"10.26858/est.v8i1.23876","DOIUrl":"https://doi.org/10.26858/est.v8i1.23876","url":null,"abstract":"This study analyzes the differences between the levels of management knowledge possessed by vocational high school teachers. The problem in this research is the shortage of vocational teachers who teach productive subjects, so that there is a gap in the skills possessed by graduates. This study uses a quantitative approach with Chi-Squared analysis, data collection is done by distributing online questionnaires and documents. The sample amounted to 62 respondents using a non-probability sampling technique, namely saturated sampling. The results showed that there was no significant difference between knowledge management and the category of teachers (vocational and non-vocational). These results mean that every teacher who teaches at Muhammadiyah vocational schools has the same knowledge competence in designing, organizing, carrying out tasks, and controlling school programs.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81214649","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 purpose of this study was to determine the application of the Discovery learning model to increasing student interest in learning and learning outcomes. This type of experimental research involved 40 students of SMA Negeri 11 Tana Toraja. Using observational data collection to assess interest and test questionnaires to measure learning outcomes. The data analysis technique used is descriptive statistical analysis. The results of the study (1) The application of conventional learning models to students has not been able to increase student interest and learning outcomes. 2) The application of the discovery learning model in biology subjects to students can increase student interest in learning and student learning outcomes. This proves that the discovery learning model is a good learning model and can be the teacher's choice to increase student interest in learning and learning outcomes.
本研究的目的是确定发现学习模式的应用，以提高学生的学习兴趣和学习成果。这种类型的实验研究涉及SMA Negeri 11 Tana Toraja的40名学生。使用观察性数据收集来评估兴趣和测试问卷来衡量学习成果。使用的数据分析技术是描述性统计分析。研究结果(1)传统的学习模式在学生身上的应用并不能提高学生的学习兴趣和学习成果。2)在生物学科中应用发现学习模式可以提高学生的学习兴趣，提高学生的学习效果。这证明了发现学习模式是一种很好的学习模式，可以作为教师提高学生学习兴趣和学习成果的选择。
{"title":"Discovery Learning Model as an Effort to Increase Student Interest and Learning Outcomes","authors":"Arwaty Arwaty, M. Lullulangi","doi":"10.26858/est.v8i1.35217","DOIUrl":"https://doi.org/10.26858/est.v8i1.35217","url":null,"abstract":"The purpose of this study was to determine the application of the Discovery learning model to increasing student interest in learning and learning outcomes. This type of experimental research involved 40 students of SMA Negeri 11 Tana Toraja. Using observational data collection to assess interest and test questionnaires to measure learning outcomes. The data analysis technique used is descriptive statistical analysis. The results of the study (1) The application of conventional learning models to students has not been able to increase student interest and learning outcomes. 2) The application of the discovery learning model in biology subjects to students can increase student interest in learning and student learning outcomes. This proves that the discovery learning model is a good learning model and can be the teacher's choice to increase student interest in learning and learning outcomes.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"EM-31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84530256","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 aims to develop an ebook that is integrated with a Learning Management System (LMS) to improve students' metacognition skills. The research uses the ADDIE development model (Assumption, Design, Development, Implementation, Evaluation). The research data were obtained from 40 students who filled out the questionnaire and took the pretest and posttest. The effectiveness of the ebook on improving metacognitive skills used N-Gain analysis and to determine the difference between the experimental and control classes, a T-test was performed, using One Group Pretest and Post-test Design. The results showed that ebook development was very good. The development of ebooks integrated with LMS can significantly improve students' metacognitive abilities. Thus, this study recommends that lecturers use ebooks that are integrated into the learning management system so that learning can run effectively to improve students' metacognitive abilities.
{"title":"The Development of an Ebook Integrated with Learning Management System to Improve Student's Metacognition Ability","authors":"Sutrisnawati Mardin, Achmad Ramadhan, Masrianih Ismail","doi":"10.26858/est.v8i1.30947","DOIUrl":"https://doi.org/10.26858/est.v8i1.30947","url":null,"abstract":"This study aims to develop an ebook that is integrated with a Learning Management System (LMS) to improve students' metacognition skills. The research uses the ADDIE development model (Assumption, Design, Development, Implementation, Evaluation). The research data were obtained from 40 students who filled out the questionnaire and took the pretest and posttest. The effectiveness of the ebook on improving metacognitive skills used N-Gain analysis and to determine the difference between the experimental and control classes, a T-test was performed, using One Group Pretest and Post-test Design. The results showed that ebook development was very good. The development of ebooks integrated with LMS can significantly improve students' metacognitive abilities. Thus, this study recommends that lecturers use ebooks that are integrated into the learning management system so that learning can run effectively to improve students' metacognitive abilities. ","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89390728","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 assessed visual arts teachers’ test construction skills of examination questions (multiple-choice and essay) in General Knowledge in Art (GKA) at the Senior High School (SHS) in the Sekyere South District of Ashanti Region (SSDAR), Ghana. The survey design method was adopted for the study. A sample of n = 35 Visual arts/GKA teachers was selected from five public Senior High Schools. The 25-item Test Construction Skills Inventory (TCSI) and 32-item Attitude of Teachers towards Test Construction (ATC) questionnaire with internal consistency reliability coefficient of α = 0.73 and α = 0.85 respectively were used in the study for the data collection on test construction skills. GKA teachers’ knowledge of test construction skills was established through Chi-square. As the calculated chi-square test (X2 =106.10) exceeds the critical chi-squared value (X2 = 14.067), the data showed that a significant difference exists between the expected and observed GKA teachers’ knowledge on test construction skills indicating the observed values do not have a ''good-fit'' with the expected values. The level of GKA teachers’ knowledge of test construction skills was, therefore, can be described as limited. The study recommended that conferences/workshops on test construction should be organised to improve teachers' ability on test construction and proper evaluation routine by regional and district directorate to ensure quality GKA test construction.
{"title":"Validating Visual Art Educators’ Test Construction Skills at the Senior High School in the Sekyere South District of Ashanti Region, Ghana","authors":"Osei Adiyaa, P. Osei-Poku, H. B. Essel","doi":"10.56388/edu220827","DOIUrl":"https://doi.org/10.56388/edu220827","url":null,"abstract":"This study assessed visual arts teachers’ test construction skills of examination questions (multiple-choice and essay) in General Knowledge in Art (GKA) at the Senior High School (SHS) in the Sekyere South District of Ashanti Region (SSDAR), Ghana. The survey design method was adopted for the study. A sample of n = 35 Visual arts/GKA teachers was selected from five public Senior High Schools. The 25-item Test Construction Skills Inventory (TCSI) and 32-item Attitude of Teachers towards Test Construction (ATC) questionnaire with internal consistency reliability coefficient of α = 0.73 and α = 0.85 respectively were used in the study for the data collection on test construction skills. GKA teachers’ knowledge of test construction skills was established through Chi-square. As the calculated chi-square test (X2 =106.10) exceeds the critical chi-squared value (X2 = 14.067), the data showed that a significant difference exists between the expected and observed GKA teachers’ knowledge on test construction skills indicating the observed values do not have a ''good-fit'' with the expected values. The level of GKA teachers’ knowledge of test construction skills was, therefore, can be described as limited. The study recommended that conferences/workshops on test construction should be organised to improve teachers' ability on test construction and proper evaluation routine by regional and district directorate to ensure quality GKA test construction.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85509484","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 study aimed to find out the relationship between satisfaction and learning styles and satisfaction among students at Colleges of Education in the Ashanti Region, Ghana. Correlational study was adopted for the study. 287 level 200 students at the Colleges of Education in the 2019/2020 academic year were selected as samples. This was done through the sampling technique of purposive, convenient and stratified. Students’ satisfaction was measured by using Scale from National Student Survey (NSS) in UK higher education while their learning style was assessed using Grasha-Riechmann Student Learning Styles Scale. Data collected were analysed using Structural Equation Modelling (SEM). The results obtained from analyzing the research hypothesis showed that positive relationship exists between all the six learning styles developed by Grasha and Riechmann (independent, collaborative, dependent, participant, avoidant, competitive) and students’ satisfaction with the exception of collaborative learning style (β_uns = -0.037; p-value = 0.591 > 0.05). It was found that there was a significant and positive relationship between the learning styles “independent and avoidant” and students’ satisfaction. Insignificant and positive relationship between the learning style “competitive, dependent and participant” and students’ satisfaction was found among students. Insignificantly negative relationship between collaborative learning Style and satisfaction was also realised among students at selected Colleges of Education in Ashanti region of Ghana.
{"title":"Relationship between Learning Styles and Satisfaction Among Students at Colleges of Education in the Ashanti Region, Ghana","authors":"Zacharia Mohammed, Osei Adiyaa, Kwakwa Ebenezer","doi":"10.56388/edu221114","DOIUrl":"https://doi.org/10.56388/edu221114","url":null,"abstract":"The study aimed to find out the relationship between satisfaction and learning styles and satisfaction among students at Colleges of Education in the Ashanti Region, Ghana. Correlational study was adopted for the study. 287 level 200 students at the Colleges of Education in the 2019/2020 academic year were selected as samples. This was done through the sampling technique of purposive, convenient and stratified. Students’ satisfaction was measured by using Scale from National Student Survey (NSS) in UK higher education while their learning style was assessed using Grasha-Riechmann Student Learning Styles Scale. Data collected were analysed using Structural Equation Modelling (SEM). The results obtained from analyzing the research hypothesis showed that positive relationship exists between all the six learning styles developed by Grasha and Riechmann (independent, collaborative, dependent, participant, avoidant, competitive) and students’ satisfaction with the exception of collaborative learning style (β_uns = -0.037; p-value = 0.591 > 0.05). It was found that there was a significant and positive relationship between the learning styles “independent and avoidant” and students’ satisfaction. Insignificant and positive relationship between the learning style “competitive, dependent and participant” and students’ satisfaction was found among students. Insignificantly negative relationship between collaborative learning Style and satisfaction was also realised among students at selected Colleges of Education in Ashanti region of Ghana.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79072525","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}
Providing education for early childhood is not enough only by maximizing the quality of activities in the classroom. Indeed, the parents' involvement should also be maximized. The study aimed to produce a valid and practical strategy prototype for the early childhood education unit to maximize the involvement of parents in a partnership program. This research and development using the Content Development Process-CDP model involved 202 subjects selected through purposive sampling technique. Research data were collected using a questionnaire, and the results were analyzed descriptively. Data analysis included calculating the percentage and average score and grouping data. The findings show that: (1) the development of the strategy to support the involvement of parents in early childhood education unit partnership is necessary because there is still a gap that needs to be solved in the partnership; (2) strategies to support the involvement of parents are divided into two clusters: the strategy to create family - friendly early childhood education; and preparing educators to work with families/parents. Each strategy cluster has core strategies with several action programs. The first strategy cluster consists of four core strategies with 13 action programs, while the second cluster strategy has two core strategies with seven action programs. Third, the results of the test performed by experts on the strategy prototype show that the product was in the valid / very feasible category. Also, the results of the test by target users show that the product was in the very practical category.
{"title":"Development of Strategies to Support Parental Engagement In the Early Childhood Education Unit Partnership","authors":"S. Suardi, Sulaiman Samad","doi":"10.26858/est.v7i3.20263","DOIUrl":"https://doi.org/10.26858/est.v7i3.20263","url":null,"abstract":"Providing education for early childhood is not enough only by maximizing the quality of activities in the classroom. Indeed, the parents' involvement should also be maximized. The study aimed to produce a valid and practical strategy prototype for the early childhood education unit to maximize the involvement of parents in a partnership program. This research and development using the Content Development Process-CDP model involved 202 subjects selected through purposive sampling technique. Research data were collected using a questionnaire, and the results were analyzed descriptively. Data analysis included calculating the percentage and average score and grouping data. The findings show that: (1) the development of the strategy to support the involvement of parents in early childhood education unit partnership is necessary because there is still a gap that needs to be solved in the partnership; (2) strategies to support the involvement of parents are divided into two clusters: the strategy to create family - friendly early childhood education; and preparing educators to work with families/parents. Each strategy cluster has core strategies with several action programs. The first strategy cluster consists of four core strategies with 13 action programs, while the second cluster strategy has two core strategies with seven action programs. Third, the results of the test performed by experts on the strategy prototype show that the product was in the valid / very feasible category. Also, the results of the test by target users show that the product was in the very practical category.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75028673","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}
Jusmawati Jusmawati, Satriawati Satriawati, Irman Rahim, Abdul Rahman, Nurdin Arsyad
This study aimed to know the effectiveness of creative problem solving (CPS) based mathematics worksheet reviewed by reasoning ability of students’ elementary school. This study used experimental method with Randomized Subject Posttest Only Control Group Design. The samples of this study consisted of two classes namely experimental class (Creative Problem Solving based Mathematics Worksheet) and control class ( conventional method). The taking of sample was conducted by cluster random sampling. Technique of data collecting consisted of cognitive aspect using objective test method and affective aspect using questionnaire. Technique of data analysis applied descriptive and inferential analysis. The hypothesis test used t-test by requirement of normality test and homogeny. The result of study indicated that (1) learning by using creative problem solving (CPS) based mathematics worksheet was implemented well. (2) The implementation of creative problem solving (CPS) based mathematics worksheet was reviewed by aspects: (a) mean score of students’ reasoning was 87,12 categorized as a very good. The gain was 0,78. The students’ reasoning ability classically was 91,25% ≥85%. (b) students’ learning activity was categorized as a good. (c) responds were categorized as a positive. The result of hypothesis test on 0,05 significant using t-test indicated that learning of creative problem solving (CPS) based mathematics worksheet was effective to students’ reasoning of elementary school.
{"title":"The Effectiveness of Mathematics Worsheet Based on Creative Problem Solving (CPS) for Reasoning Ability of Elementary School Students","authors":"Jusmawati Jusmawati, Satriawati Satriawati, Irman Rahim, Abdul Rahman, Nurdin Arsyad","doi":"10.26858/est.v7i3.23617","DOIUrl":"https://doi.org/10.26858/est.v7i3.23617","url":null,"abstract":"This study aimed to know the effectiveness of creative problem solving (CPS) based mathematics worksheet reviewed by reasoning ability of students’ elementary school. This study used experimental method with Randomized Subject Posttest Only Control Group Design. The samples of this study consisted of two classes namely experimental class (Creative Problem Solving based Mathematics Worksheet) and control class ( conventional method). The taking of sample was conducted by cluster random sampling. Technique of data collecting consisted of cognitive aspect using objective test method and affective aspect using questionnaire. Technique of data analysis applied descriptive and inferential analysis. The hypothesis test used t-test by requirement of normality test and homogeny. The result of study indicated that (1) learning by using creative problem solving (CPS) based mathematics worksheet was implemented well. (2) The implementation of creative problem solving (CPS) based mathematics worksheet was reviewed by aspects: (a) mean score of students’ reasoning was 87,12 categorized as a very good. The gain was 0,78. The students’ reasoning ability classically was 91,25% ≥85%. (b) students’ learning activity was categorized as a good. (c) responds were categorized as a positive. The result of hypothesis test on 0,05 significant using t-test indicated that learning of creative problem solving (CPS) based mathematics worksheet was effective to students’ reasoning of elementary school. ","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81713616","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 was a descriptive quantitative analysis aimed to find out the student teachers’ perception of the Reflective teaching practice at pre-instructional, instructional and post instructional stage in EFL micro teaching class. The population in this research was the English language education students who have attended Micro teaching courses. 108 students participated in this research by completing questionnaire. The data analysis technique used in this research is descriptive analysis using SPSS program for Windows version 17.0. The statistical analysis showed that the Mean score was 201.16, Median 199, Mode 184, and Standard deviation 16.923 from the total score of 21,275. The pre-service teachers’ perception on the reflective teaching practice at pre instructional stage and post-instructional stage was in very good category whereas their perception at the instructional stage was in the good category. This is to say, the pre-service teachers perceived that reflective teaching practice was carried out well in EFL micro teaching class at UNM.
{"title":"Pre-service Teachers’ Perception on the Reflective Teaching Practices in Micro Teaching Class","authors":"Supriadi Torro, La Sunra, R. Riskawati","doi":"10.26858/est.v7i3.23093","DOIUrl":"https://doi.org/10.26858/est.v7i3.23093","url":null,"abstract":"This study was a descriptive quantitative analysis aimed to find out the student teachers’ perception of the Reflective teaching practice at pre-instructional, instructional and post instructional stage in EFL micro teaching class. The population in this research was the English language education students who have attended Micro teaching courses. 108 students participated in this research by completing questionnaire. The data analysis technique used in this research is descriptive analysis using SPSS program for Windows version 17.0. The statistical analysis showed that the Mean score was 201.16, Median 199, Mode 184, and Standard deviation 16.923 from the total score of 21,275. The pre-service teachers’ perception on the reflective teaching practice at pre instructional stage and post-instructional stage was in very good category whereas their perception at the instructional stage was in the good category. This is to say, the pre-service teachers perceived that reflective teaching practice was carried out well in EFL micro teaching class at UNM.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87489132","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 purpose of this study is to develop a learning model based on Blended Learning in the concept of Distance Learning in order to be able to improve students' 4C competencies. The research conducted is a type of research quasi-experimental (quasi-experimental). Research instruments include: questionnaires, observation guidelines, validation sheets, FGD instruments, tests, and documentation. The research subjects involved 57 sudents in second semester who were taking Basic Natural Sciences courses. The model trial used a one group pretest-posttest design. Test the effectiveness of the developed model using the t test. Improvement of 4C Skills Competence using the Gain Score test. The results showed that there was an effect of the blended learning model in the distance learning system on increasing 4C competencies (Creativity, Critical Thinking, Collaboration, and Communication). The N-Gain test is 0.6 (medium category) which means that there is an increase in 4C competence before and after being given the blended learning model. The data shows that the average value for the pretest results is 63.14 and the average posttest score is 82.65. The novelty of this research is the application of various online platforms such as Google Classroom, Google Slides, Google Meet, Kahoot, online educandy games, and youtube in supporting the blended learning model.
{"title":"Blended Learning Model in a Distance Learning System to Increase 4C Competence (Creativity, Critical Thinking, Collaboration, and Communication)","authors":"V. S. Andrini, A. C. Yusro","doi":"10.26858/est.v7i3.21278","DOIUrl":"https://doi.org/10.26858/est.v7i3.21278","url":null,"abstract":"The purpose of this study is to develop a learning model based on Blended Learning in the concept of Distance Learning in order to be able to improve students' 4C competencies. The research conducted is a type of research quasi-experimental (quasi-experimental). Research instruments include: questionnaires, observation guidelines, validation sheets, FGD instruments, tests, and documentation. The research subjects involved 57 sudents in second semester who were taking Basic Natural Sciences courses. The model trial used a one group pretest-posttest design. Test the effectiveness of the developed model using the t test. Improvement of 4C Skills Competence using the Gain Score test. The results showed that there was an effect of the blended learning model in the distance learning system on increasing 4C competencies (Creativity, Critical Thinking, Collaboration, and Communication). The N-Gain test is 0.6 (medium category) which means that there is an increase in 4C competence before and after being given the blended learning model. The data shows that the average value for the pretest results is 63.14 and the average posttest score is 82.65. The novelty of this research is the application of various online platforms such as Google Classroom, Google Slides, Google Meet, Kahoot, online educandy games, and youtube in supporting the blended learning model.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87369971","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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