Pub Date : 2019-10-27DOI: 10.31098/ijtaese.v1i2.43
Swehra Moeed
Course content is a hub of educational activities. The method of teaching and assessment proceduremore or less rely on the nature of syllabus. Being core of educational activities great importance isgiven to course content. This study was conducted to investigate the opinion of teachers concerningexisting syllabus of intermediate level chemistry subject. The data was gathered throughquestionnaire based on 5 point Likert scale items. Sixty three teachers of chemist ry subject wereworking at Government Degree Colleges (GDCs) and Government Higher Secondary Schools(GHSSs) of district Peshawar. Among sixty three fifty seven teachers were selected randomly assample of study. The collected data prevail that the implemented syllabus is mostly based on theory,hence in such circumstance the national aim to produce skill generation as per demand of marketseem impossible. The condition of practical work and hand on activities is dispiriting in governmenteducational institutes. The psychological and social need of students has been ignored whiledesigning the syllabus. The text book is a mean of imparting pre-set information, it seems failed toprovide valuable engaging activities.
{"title":"Activity-based Learning and Development of High Mental Abilities an Intention of Intermediate Level Chemistry Syllabus","authors":"Swehra Moeed","doi":"10.31098/ijtaese.v1i2.43","DOIUrl":"https://doi.org/10.31098/ijtaese.v1i2.43","url":null,"abstract":"Course content is a hub of educational activities. The method of teaching and assessment proceduremore or less rely on the nature of syllabus. Being core of educational activities great importance isgiven to course content. This study was conducted to investigate the opinion of teachers concerningexisting syllabus of intermediate level chemistry subject. The data was gathered throughquestionnaire based on 5 point Likert scale items. Sixty three teachers of chemist ry subject wereworking at Government Degree Colleges (GDCs) and Government Higher Secondary Schools(GHSSs) of district Peshawar. Among sixty three fifty seven teachers were selected randomly assample of study. The collected data prevail that the implemented syllabus is mostly based on theory,hence in such circumstance the national aim to produce skill generation as per demand of marketseem impossible. The condition of practical work and hand on activities is dispiriting in governmenteducational institutes. The psychological and social need of students has been ignored whiledesigning the syllabus. The text book is a mean of imparting pre-set information, it seems failed toprovide valuable engaging activities.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41899611","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 : 2019-10-27DOI: 10.31098/ijtaese.v1i2.42
S. Widodo, Achmad Anang Darmawan
The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the socialproblem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing , guiding, and assesing the student's activities in solving the problem. The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems.
{"title":"Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School","authors":"S. Widodo, Achmad Anang Darmawan","doi":"10.31098/ijtaese.v1i2.42","DOIUrl":"https://doi.org/10.31098/ijtaese.v1i2.42","url":null,"abstract":"The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the socialproblem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing , guiding, and assesing the student's activities in solving the problem. The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems. ","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48114383","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 : 2019-05-29DOI: 10.31098/IJEIECE.V1I1.16
Kuo-Yi Chen, Wen Jie, Cai Cai
The English learning issue is always a problem for students who are not coming from native English countries. Among the problems of English learning, such as spelling, reading, writing, the most significant barrier could be English pronunciation. To improve this issue, we design and implement the English pronunciation education device. This device could help students to improve their English pronunciation with 3D printed blocks and real person voice.
{"title":"The Design and Implementation of the English Pronunciation Education Device","authors":"Kuo-Yi Chen, Wen Jie, Cai Cai","doi":"10.31098/IJEIECE.V1I1.16","DOIUrl":"https://doi.org/10.31098/IJEIECE.V1I1.16","url":null,"abstract":"The English learning issue is always a problem for students who are not coming from native English countries. Among the problems of English learning, such as spelling, reading, writing, the most significant barrier could be English pronunciation. To improve this issue, we design and implement the English pronunciation education device. This device could help students to improve their English pronunciation with 3D printed blocks and real person voice. ","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45435381","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 : 2019-05-29DOI: 10.31098/IJEIECE.V1I1.24
Mukti Amini
The purpose of this study is to see the contribution of using learning journal in a tutorial of the subjects Professional Competencies Improvement (PKP) in the S1 program PGPAUD-UT. This research was conducted in 2015 at Serpong District from Jakarta branch, Indonesia Open University, with respondents nine students at semester 7th of early childhood education program (ECEP), which join PKP guidance in one group. The research method is descriptive qualitative. The results of the research are the use of learning journals is beneficial to know the factors that affect the mastery of PKP by students. These factors are perseverance in studying the PKP guidebook, curiosity, frequency of asking, presentation in the tutorial, and explanation by tutor/supervisor. This research recommends that PKP supervisors can develop various alternative ways to communicate well with students by utilizing the latest technological developments.
{"title":"Use of Learning Journal in Tutorial of Professional Competencies Improvement (PCI) for the Early Childhood Education Program","authors":"Mukti Amini","doi":"10.31098/IJEIECE.V1I1.24","DOIUrl":"https://doi.org/10.31098/IJEIECE.V1I1.24","url":null,"abstract":"The purpose of this study is to see the contribution of using learning journal in a tutorial of the subjects Professional Competencies Improvement (PKP) in the S1 program PGPAUD-UT. This research was conducted in 2015 at Serpong District from Jakarta branch, Indonesia Open University, with respondents nine students at semester 7th of early childhood education program (ECEP), which join PKP guidance in one group. The research method is descriptive qualitative. The results of the research are the use of learning journals is beneficial to know the factors that affect the mastery of PKP by students. These factors are perseverance in studying the PKP guidebook, curiosity, frequency of asking, presentation in the tutorial, and explanation by tutor/supervisor. This research recommends that PKP supervisors can develop various alternative ways to communicate well with students by utilizing the latest technological developments.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47382847","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 : 2019-05-29DOI: 10.31098/IJEIECE.V1I1.39
Iryna Havryliuk
Psychological literature presents such notions as "living space," "mental image," "psychological space," etc.; however, only a few pieces of research practically view the modal content of students' spatial organization within the limits of their social and adaptive security. Therefore, it is essential to develop empirical programs for studying the modal features of students' personal space in a socio-adaptive dimension. The article aims to introduce and apply conceptual and methodological support for studying the issue mentioned above; explain the psychological content of modal signs of students' personal space in a socio-adaptive dimension. The following methods were used to conduct the research: theoretical (analysis, synthesis, comparison, abstraction, systematization, and generalization); empirical (observation and conversation); mathematical statistics (Kruskal-Wallis H Test). Data were processed using SPSS Statistics software, version 13.0. One hundred fifty-seven students aged 18 to 25 were invited to participate in research. After specifying the study stages, defining strategies and applying various psychodiagnostic methods, the results were as follows: a) Students with a high level of personal space sovereignty (45.9 % of testees) demonstrated profound control over life; it indicates excellent socio-psychological adaptation and mental well-being of an individual, combined with high standards of autonomy and self-identity; b) Students with a medium sovereignty level (38.2 % of testees) expressed an uncertain position related to determining their personal space. It is often associated with social factors of an individual's self-realization, which impede and even destroy the potential establishment of a holistic, full-fledged own space; c) Students with a low level of psychological space sovereignty (15.9 % of testees) showed the signs of deprivation; such young people might experience alienation and fragmentation of their own life, complications in the search for the object of identification.
{"title":"Socio-Adaptive Dimension of Students’ Personal Space","authors":"Iryna Havryliuk","doi":"10.31098/IJEIECE.V1I1.39","DOIUrl":"https://doi.org/10.31098/IJEIECE.V1I1.39","url":null,"abstract":"Psychological literature presents such notions as \"living space,\" \"mental image,\" \"psychological space,\" etc.; however, only a few pieces of research practically view the modal content of students' spatial organization within the limits of their social and adaptive security. Therefore, it is essential to develop empirical programs for studying the modal features of students' personal space in a socio-adaptive dimension. The article aims to introduce and apply conceptual and methodological support for studying the issue mentioned above; explain the psychological content of modal signs of students' personal space in a socio-adaptive dimension. The following methods were used to conduct the research: theoretical (analysis, synthesis, comparison, abstraction, systematization, and generalization); empirical (observation and conversation); mathematical statistics (Kruskal-Wallis H Test). Data were processed using SPSS Statistics software, version 13.0. One hundred fifty-seven students aged 18 to 25 were invited to participate in research. After specifying the study stages, defining strategies and applying various psychodiagnostic methods, the results were as follows: a) Students with a high level of personal space sovereignty (45.9 % of testees) demonstrated profound control over life; it indicates excellent socio-psychological adaptation and mental well-being of an individual, combined with high standards of autonomy and self-identity; b) Students with a medium sovereignty level (38.2 % of testees) expressed an uncertain position related to determining their personal space. It is often associated with social factors of an individual's self-realization, which impede and even destroy the potential establishment of a holistic, full-fledged own space; c) Students with a low level of psychological space sovereignty (15.9 % of testees) showed the signs of deprivation; such young people might experience alienation and fragmentation of their own life, complications in the search for the object of identification. ","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42186108","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 : 2019-05-29DOI: 10.31098/IJEIECE.V1I1.14
A. Rosa
The development of IT in the digital era 4.0 currently provides a considerable and different influence on each user, including children. In general, the problems in the world of education include the quality and quantity of education related to quality and equality in obtaining access to education without any gaps and exceptions. The solution that can be developed is the optimization of the role of Information and Communication Technology (ICT) in the world of education. One of the roles of ICT in education is realized by the development of online learning (e-learning) or the direct use of ICTs for children. Many changes - changes in different new values can have a positive impact on children's growth, especially on intellectual intelligence, intelligence emotional, spiritual, and social intelligence. ICTs have a good influence on children's intellectual, emotional, spiritual and social intelligence; IT brings a bad influence on children's intellectual intelligence; IT has a pretty good influence on children's emotional intelligence; IT has a pretty good influence on children's spiritual intelligence, IT has a good influence on children's social intelligence. Importance of Parents has a role to be able to know the changes that occur during child development.
{"title":"The Effect of Communication Technology Development on the Intelligence of Children through Educational Value System Management","authors":"A. Rosa","doi":"10.31098/IJEIECE.V1I1.14","DOIUrl":"https://doi.org/10.31098/IJEIECE.V1I1.14","url":null,"abstract":"The development of IT in the digital era 4.0 currently provides a considerable and different influence on each user, including children. In general, the problems in the world of education include the quality and quantity of education related to quality and equality in obtaining access to education without any gaps and exceptions. The solution that can be developed is the optimization of the role of Information and Communication Technology (ICT) in the world of education. One of the roles of ICT in education is realized by the development of online learning (e-learning) or the direct use of ICTs for children. Many changes - changes in different new values can have a positive impact on children's growth, especially on intellectual intelligence, intelligence emotional, spiritual, and social intelligence. ICTs have a good influence on children's intellectual, emotional, spiritual and social intelligence; IT brings a bad influence on children's intellectual intelligence; IT has a pretty good influence on children's emotional intelligence; IT has a pretty good influence on children's spiritual intelligence, IT has a good influence on children's social intelligence. Importance of Parents has a role to be able to know the changes that occur during child development.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44482570","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 : 2019-05-29DOI: 10.31098/IJEIECE.V1I1.17
S. Aisyah
This research aims to obtain empirical data on the effect of reading method and thinking skills toward intelligence language of early childhood. Thus the researchers wanted to investigate the causal relationship between the reading method and thinking skills with the intelligence language of children by giving treatment to the experimental group and compared it with the control group. This study used a treatment design by level 2 x 2 be In the design, each of the independent variables are classified into two sides, includes action variable that is reading methods (A) are classified into the Big Book Methods (A1) and Syllables Method (A2). Whereas moderator variables that is thinking skills (B), are classified based on high and low level into high-level thinking skills (B1) and low-level thinking skills (B2). ANOVA calculation results showed that language skills of children who followed reading activities by using the Big Book method is higher than the language skills of children who attend reading activities by using Syllables method. Thus, there is the effect of the application of the Big Book method and Syllables methods toward language skills of children.
{"title":"Development of Thinking Skills in Early Childhood","authors":"S. Aisyah","doi":"10.31098/IJEIECE.V1I1.17","DOIUrl":"https://doi.org/10.31098/IJEIECE.V1I1.17","url":null,"abstract":"This research aims to obtain empirical data on the effect of reading method and thinking skills toward intelligence language of early childhood. Thus the researchers wanted to investigate the causal relationship between the reading method and thinking skills with the intelligence language of children by giving treatment to the experimental group and compared it with the control group. This study used a treatment design by level 2 x 2 be In the design, each of the independent variables are classified into two sides, includes action variable that is reading methods (A) are classified into the Big Book Methods (A1) and Syllables Method (A2). Whereas moderator variables that is thinking skills (B), are classified based on high and low level into high-level thinking skills (B1) and low-level thinking skills (B2). ANOVA calculation results showed that language skills of children who followed reading activities by using the Big Book method is higher than the language skills of children who attend reading activities by using Syllables method. Thus, there is the effect of the application of the Big Book method and Syllables methods toward language skills of children.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47961100","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：