A teacher must consider the learning trajectory that will emerge during the learning process while designing an instructional plan. In mathematics, the degree to which students comprehend the learning context the teacher applies indicates the teacher's ability to construct a learning framework. This study aims to design the Hypothetical Learning Trajectory (HLT) for learning linear equations in two variables using the graphical method, problem-based learning, and the WolframAlpha application (as a learning medium). The design research methodology was used to construct the HLT design. This study begins with interviews with teachers who have taught similar material and students who have received this learning material. The findings from these interviews serve as the foundation for this research. As a result, this study provided an HLT design employing the graphical method for teaching mathematics in middle schools. It was discovered that the order in which students solved problems on the HLT corresponded to their cognitive states. Using the proposed learning trajectory design, students will find it less scary to advance through the current mathematical learning stages. Students might follow each procedural step without teacher pressure using this method. The developed learning strategy is expected to be able to solve the provided mathematical problem. Moreover, this HLT design indicates that the contextual qualities of the problem-based learning model make it best suited for relevant material.
{"title":"Developing a Hypothetical Learning Trajectory with Problem-Based Learning and a Learning Medium for Middle School","authors":"Nilam Sari, S. Saragih, E. E. Napitupulu","doi":"10.52152/kuey.v30i1.714","DOIUrl":"https://doi.org/10.52152/kuey.v30i1.714","url":null,"abstract":"A teacher must consider the learning trajectory that will emerge during the learning process while designing an instructional plan. In mathematics, the degree to which students comprehend the learning context the teacher applies indicates the teacher's ability to construct a learning framework. This study aims to design the Hypothetical Learning Trajectory (HLT) for learning linear equations in two variables using the graphical method, problem-based learning, and the WolframAlpha application (as a learning medium). The design research methodology was used to construct the HLT design. This study begins with interviews with teachers who have taught similar material and students who have received this learning material. The findings from these interviews serve as the foundation for this research. As a result, this study provided an HLT design employing the graphical method for teaching mathematics in middle schools. It was discovered that the order in which students solved problems on the HLT corresponded to their cognitive states. Using the proposed learning trajectory design, students will find it less scary to advance through the current mathematical learning stages. Students might follow each procedural step without teacher pressure using this method. The developed learning strategy is expected to be able to solve the provided mathematical problem. Moreover, this HLT design indicates that the contextual qualities of the problem-based learning model make it best suited for relevant material.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"93 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268481","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}
Ali Bani Awad, Salem Alquran, R. AlAli, Salma Alquran
The COVID-19 pandemic with successive lockdowns has caused university education all over the world to suddenly move from face-to-face to online teaching. This study investigates the impact of the teaching method on teachers' beliefs in light of the Corona Covid-19 pandemic. To achieve the objectives of the study, the analytical descriptive approach was used. The researcher developed a questionnaire that was applied to a random sample of 352 faculty members at King Faisal University. The questionnaire was conducted electronically in two stages. In the first stage, the term "direct teaching" was used, and in the second stage it was replaced by the term "distance teaching". The factor validity of the questionnaire was built, and it resulted in three main factors according to the teachers' beliefs, which are: teaching methods, evaluation methods, course organization, and management. The results showed that there was a difference in the level of teachers' beliefs about the factor (teaching methods) according to the teaching method, as the level of teachers' beliefs for the direct teaching method was high, and the distance education method was medium. It also showed a match in the level of teachers' beliefs according to the two methods of direct teaching and distance learning for workers (evaluation methods, course organization, and management), where the level was high. The results of the (T) test showed that the teaching method affects the teachers' beliefs and that the direct teaching method is superior to distance teaching in all factors. The researcher recommends the necessity of sustainable professional development for teachers in the technological aspect through the preparation of professional courses and conferences, and the development of comprehensive plans for the transition to distance education at the time of need and necessity that are flexible and implementable.
{"title":"The Differential Effects of Labeling: How to Do Direct Teaching and E-learning Affect Teachers' Beliefs in Distance Learning","authors":"Ali Bani Awad, Salem Alquran, R. AlAli, Salma Alquran","doi":"10.52152/kuey.v30i1.724","DOIUrl":"https://doi.org/10.52152/kuey.v30i1.724","url":null,"abstract":"The COVID-19 pandemic with successive lockdowns has caused university education all over the world to suddenly move from face-to-face to online teaching. This study investigates the impact of the teaching method on teachers' beliefs in light of the Corona Covid-19 pandemic. To achieve the objectives of the study, the analytical descriptive approach was used. The researcher developed a questionnaire that was applied to a random sample of 352 faculty members at King Faisal University. The questionnaire was conducted electronically in two stages. In the first stage, the term \"direct teaching\" was used, and in the second stage it was replaced by the term \"distance teaching\". The factor validity of the questionnaire was built, and it resulted in three main factors according to the teachers' beliefs, which are: teaching methods, evaluation methods, course organization, and management. The results showed that there was a difference in the level of teachers' beliefs about the factor (teaching methods) according to the teaching method, as the level of teachers' beliefs for the direct teaching method was high, and the distance education method was medium. It also showed a match in the level of teachers' beliefs according to the two methods of direct teaching and distance learning for workers (evaluation methods, course organization, and management), where the level was high. The results of the (T) test showed that the teaching method affects the teachers' beliefs and that the direct teaching method is superior to distance teaching in all factors. The researcher recommends the necessity of sustainable professional development for teachers in the technological aspect through the preparation of professional courses and conferences, and the development of comprehensive plans for the transition to distance education at the time of need and necessity that are flexible and implementable.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"24 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267060","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}
Zhen Li, Normah Binti Jusoh, Xiao Niu, Yong Liu, Li Lin
Among both primary and secondary school students, physical education (PE) plays a critical role in encouraging pupils to take responsibility for their own health on multiple levels. This narrative literature review focuses on examining the design of the PE curriculum for health promotion within the Malaysian context over the past decade. Employing a narrative literature review approach, a total of 118 articles were scrutinized from an initial pool of 157. This comprehensive analysis aimed to uncover key variables influencing PE curriculum design and its role in health promotion. The review identified critical variables shaping health promotion through PE. Curriculum content, teaching methods, teacher training, professional development, stakeholder involvement, and health promotion outcomes were all included. The evaluation emphasized how important it is to have curriculums that are based on evidence, to use effective teaching methods, and to give teachers chances to improve their skills. These factors emerged as essential contributors to promoting health among students. Furthermore, the study highlighted the importance of involving various stakeholders in the curriculum design process and emphasized the necessity of evaluating health promotion outcomes. There is a clear need for further investigations into the intricate relationships between these variables and health promotion outcomes. Additionally, it suggests the formulation of comprehensive policy guidelines and standards for PE within the Malaysian educational system. In conclusion, this literature evaluation may help practice and policymakers create effective PE programs. Malaysia may improve student health through physical education by using evidence-based curriculum design, teacher training, and stakeholder interaction.
{"title":"Review of Physical Education Curriculum Design for Primary and Secondary School Students in Malaysia for the Purpose of Health Promotion in the Past Ten Years","authors":"Zhen Li, Normah Binti Jusoh, Xiao Niu, Yong Liu, Li Lin","doi":"10.52152/kuey.v30i1.884","DOIUrl":"https://doi.org/10.52152/kuey.v30i1.884","url":null,"abstract":"Among both primary and secondary school students, physical education (PE) plays a critical role in encouraging pupils to take responsibility for their own health on multiple levels. This narrative literature review focuses on examining the design of the PE curriculum for health promotion within the Malaysian context over the past decade. Employing a narrative literature review approach, a total of 118 articles were scrutinized from an initial pool of 157. This comprehensive analysis aimed to uncover key variables influencing PE curriculum design and its role in health promotion. The review identified critical variables shaping health promotion through PE. Curriculum content, teaching methods, teacher training, professional development, stakeholder involvement, and health promotion outcomes were all included. The evaluation emphasized how important it is to have curriculums that are based on evidence, to use effective teaching methods, and to give teachers chances to improve their skills. These factors emerged as essential contributors to promoting health among students. Furthermore, the study highlighted the importance of involving various stakeholders in the curriculum design process and emphasized the necessity of evaluating health promotion outcomes. There is a clear need for further investigations into the intricate relationships between these variables and health promotion outcomes. Additionally, it suggests the formulation of comprehensive policy guidelines and standards for PE within the Malaysian educational system. In conclusion, this literature evaluation may help practice and policymakers create effective PE programs. Malaysia may improve student health through physical education by using evidence-based curriculum design, teacher training, and stakeholder interaction.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272610","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}
With an emphasis on the Chinese setting, this study investigates the relationship between teacher professional certification and the use of assessment tools to monitor student development and inform instruction. The study seeks to improve understanding of this link by integrating existing literature, investigating pertinent ideas, identifying essential themes, and reviewing prior research techniques. The study used a scoping review approach based on the TCCM (Theory, Context, Content, Method) model to assess 136 papers found using a systematic search strategy based on the PRISMA paradigm. According to the study of literature, previous research has highlighted the positive influence of teacher professional certification on teaching effectiveness and student learning outcomes. Certified teachers demonstrate greater pedagogical understanding, teaching abilities, and student involvement. Furthermore, effective assessment procedures are critical for tracking student progress and providing feedback to guide instruction. The findings emphasize the importance of further investigating the precise processes through which teacher professional certification effects the usage of assessment procedures. The study also uncovered a gap in knowledge of this relationship in the Chinese setting. Furthermore, it emphasizes the significance of using a variety of research methods, including mixed quantitative and qualitative approaches, to capture the phenomenon's complexity and nuances. Overall, this study's' financings have several implications for future research and different stakeholders.
{"title":"Examining the Relationship Between Teacher Professional Certification and the Use of Assessment Strategies to Monitor Student Progress and Inform Instruction","authors":"Xueni Bai, FuTe Pan","doi":"10.52152/kuey.v28i4.926","DOIUrl":"https://doi.org/10.52152/kuey.v28i4.926","url":null,"abstract":"With an emphasis on the Chinese setting, this study investigates the relationship between teacher professional certification and the use of assessment tools to monitor student development and inform instruction. The study seeks to improve understanding of this link by integrating existing literature, investigating pertinent ideas, identifying essential themes, and reviewing prior research techniques. The study used a scoping review approach based on the TCCM (Theory, Context, Content, Method) model to assess 136 papers found using a systematic search strategy based on the PRISMA paradigm. According to the study of literature, previous research has highlighted the positive influence of teacher professional certification on teaching effectiveness and student learning outcomes. Certified teachers demonstrate greater pedagogical understanding, teaching abilities, and student involvement. Furthermore, effective assessment procedures are critical for tracking student progress and providing feedback to guide instruction. The findings emphasize the importance of further investigating the precise processes through which teacher professional certification effects the usage of assessment procedures. The study also uncovered a gap in knowledge of this relationship in the Chinese setting. Furthermore, it emphasizes the significance of using a variety of research methods, including mixed quantitative and qualitative approaches, to capture the phenomenon's complexity and nuances. Overall, this study's' financings have several implications for future research and different stakeholders.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76693052","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}
English language learning is a critical part of global education and has been the focus of significant research. However, there has been a limited examination of the impact of different English language learning methods on student self-motivation and the mediating role of student self-efficacy. This study aims to empirically explore the effects of English language learning methods and experimental learning on student self-motivation, with a focus on the mediating role of student self-efficacy. Using a sample of 369 students from diverse academic settings, it tested the hypothesized relationships through structural equation modeling. The study included various English language learning methods and experimental learning and measured student self-motivation and self-efficacy. The study's findings revealed that both English language learning methods and experiential learning had an impact on students' self-motivation. Students who were exposed to a variety of learning methods and engaged in experiential learning activities, in particular, reported higher levels of self-motivation than those who were not. Student self-efficacy mediated the relationship between learning methods, experiential learning, and self-motivation. The study also found that certain English language learning methods, such as communicative language teaching and task-based language teaching, were more effective than others at encouraging self-motivation. Experiential learning activities, such as language exchange programs and cultural immersion experiences, were also found to be particularly effective in increasing students' self-motivation. The study have important implications for language educators because they suggest that providing students with a variety of learning methods and experiential learning opportunities can boost self-motivation and, as a result, improve language learning outcomes.
{"title":"Boosting Self-motivation in English Language Learning: The Role of Learning Methods and Self-efficacy","authors":"Jinjiao Zhuang","doi":"10.52152/kuey.v29i3.749","DOIUrl":"https://doi.org/10.52152/kuey.v29i3.749","url":null,"abstract":"English language learning is a critical part of global education and has been the focus of significant research. However, there has been a limited examination of the impact of different English language learning methods on student self-motivation and the mediating role of student self-efficacy. This study aims to empirically explore the effects of English language learning methods and experimental learning on student self-motivation, with a focus on the mediating role of student self-efficacy. Using a sample of 369 students from diverse academic settings, it tested the hypothesized relationships through structural equation modeling. The study included various English language learning methods and experimental learning and measured student self-motivation and self-efficacy. The study's findings revealed that both English language learning methods and experiential learning had an impact on students' self-motivation. Students who were exposed to a variety of learning methods and engaged in experiential learning activities, in particular, reported higher levels of self-motivation than those who were not. Student self-efficacy mediated the relationship between learning methods, experiential learning, and self-motivation. The study also found that certain English language learning methods, such as communicative language teaching and task-based language teaching, were more effective than others at encouraging self-motivation. Experiential learning activities, such as language exchange programs and cultural immersion experiences, were also found to be particularly effective in increasing students' self-motivation. The study have important implications for language educators because they suggest that providing students with a variety of learning methods and experiential learning opportunities can boost self-motivation and, as a result, improve language learning outcomes.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79128347","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}
Creative writing is important because it allows individuals to express their thoughts, feelings, and experiences in a unique and imaginative way. It promotes self-expression and helps to develop writing skills, as well as stimulates the imagination and encourages critical thinking. Additionally, creative writing can serve as a form of therapy and provide a means of exploring and understanding emotions. Therefore, it is important to identify these factors that affect creative writing. The purpose of this study was to investigate a teaching method that teaches construction and countermeasures in creative writing by combining problem-based learning, project-based learning, and the support of technology. Data was collected from 425 students of colleges and universities in China with the help of a structured questionnaire. SmartPLS 4 and SPSS were utilized for data analysis. The findings of the study showed that Problem-based learning, Problem-based blended learning teaching construction and project base learning orientation has a significant positive impact on creative writing. Furthermore, the finding shows that technical support to develop writing skills significantly moderates this relationship. The study provided valuable insights into the current state of creative writing education and the strategies that can be used to improve it. The results can be used by teachers, educational administrators, and policymakers to design better programs and initiatives that support the development of creative writing skills and prepare students for careers in this field.
{"title":"Research on the Subject Teaching Construction and Countermeasures of Creative Writing based on Employment Orientation","authors":"Qing-Mao Meng","doi":"10.52152/kuey.v29i3.750","DOIUrl":"https://doi.org/10.52152/kuey.v29i3.750","url":null,"abstract":"Creative writing is important because it allows individuals to express their thoughts, feelings, and experiences in a unique and imaginative way. It promotes self-expression and helps to develop writing skills, as well as stimulates the imagination and encourages critical thinking. Additionally, creative writing can serve as a form of therapy and provide a means of exploring and understanding emotions. Therefore, it is important to identify these factors that affect creative writing. The purpose of this study was to investigate a teaching method that teaches construction and countermeasures in creative writing by combining problem-based learning, project-based learning, and the support of technology. Data was collected from 425 students of colleges and universities in China with the help of a structured questionnaire. SmartPLS 4 and SPSS were utilized for data analysis. The findings of the study showed that Problem-based learning, Problem-based blended learning teaching construction and project base learning orientation has a significant positive impact on creative writing. Furthermore, the finding shows that technical support to develop writing skills significantly moderates this relationship. The study provided valuable insights into the current state of creative writing education and the strategies that can be used to improve it. The results can be used by teachers, educational administrators, and policymakers to design better programs and initiatives that support the development of creative writing skills and prepare students for careers in this field.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74909093","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 background of this research describes that the inner child is not something bad and every individual has an inner child depending on how an individual accepts, controls, and makes peace with the inner child that is within him. The purpose of this study was to see the influence of the inner child on the emotions of early childhood. The research method used is a qualitative research method to describe data based on the results of interviews and observations. The results of the study show that parents who experience the inner child choose to accept, control, and make peace with their inner child so as not to provide care which will create a new inner child for the child. So that this parental pair realizes by providing parenting by educating with love. Then the feeling of love and affection for the child is fulfilled and the child will not look for love and affection out there so that the child's emotional needs are met. However, if emotional needs are not given emotional validation, the inner child will affect uncontrolled emotional control in the child.
{"title":"Inner Child Influence on Early Childhood Emotions","authors":"Dadan Suryana, Baiti Latifa","doi":"10.52152/kuey.v29i3.693","DOIUrl":"https://doi.org/10.52152/kuey.v29i3.693","url":null,"abstract":"The background of this research describes that the inner child is not something bad and every individual has an inner child depending on how an individual accepts, controls, and makes peace with the inner child that is within him. The purpose of this study was to see the influence of the inner child on the emotions of early childhood. The research method used is a qualitative research method to describe data based on the results of interviews and observations. The results of the study show that parents who experience the inner child choose to accept, control, and make peace with their inner child so as not to provide care which will create a new inner child for the child. So that this parental pair realizes by providing parenting by educating with love. Then the feeling of love and affection for the child is fulfilled and the child will not look for love and affection out there so that the child's emotional needs are met. However, if emotional needs are not given emotional validation, the inner child will affect uncontrolled emotional control in the child.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83660649","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}
E. Solihatin, J. Siang, R. Raharjo, O. Wuwung, R. I. Syarifain, A. Alwi, Hasia Mamoto, Subaedah Luma
Practical teaching development support teaching and learning activities is important. The teaching support can be in QR Code-based teaching materials form. This research aims to produce teaching materials on the Rights and Responsibilities of Citizens based on QR codes. Dick and Carey's process entails ten stages and called research and improvement. Teaching materials with QR Codes based on study findings on various analysis is the innovation of this study. Thus, learning resources with QR codes can be found relatively faster than those that don’t do so. Therefore, creating and evaluating the viability and efficacy of teaching resources for citizens' rights and obligations based on QR codes is essential. This study used Research and Development with Dick and Carey. The study results showed the teaching materials on citizens ' rights and obligations are based on QR codes and published by PT Raja Grafindo, with ISBN and intellectual property rights submitted. The feasibility teaching materials was scored by material, language, and media experts as 4.82, 4.8, and 4.88, respectively. The effectiveness of teaching materials had a tcount of 20,093 > from a ttable of 2,093 with a t-test at 0.05, indicating 46.53% significant increase. Based on the research results, QR Code-based teaching materials for citizens ' rights and obligations are feasible and effective in increasing learning outcomes by 46.53%. The study concluded that teaching materials on Citizenship Rights and Responsibilities development has been completed, and IPR has been submitted through the LP2M (Institute for Research and Community Service) State University of Jakarta.
实践教学发展是支持教与学活动的重要内容。教学支持可以采用二维码教材形式。本研究旨在制作基于二维码的公民权利与责任教材。迪克和凯里的过程包括十个阶段，称为研究和改进。基于各种分析的研究结果，二维码教材是本研究的创新之处。因此，有QR码的学习资源比没有QR码的学习资源可以更快地找到。因此，创建和评估基于二维码的公民权利义务教学资源的可行性和有效性是必不可少的。这项研究使用了迪克和凯里的研发部门。研究结果表明，公民权利和义务教材基于二维码，由PT Raja Grafindo出版，并提交了ISBN和知识产权。材料专家、语言专家和媒体专家对可行性教材的评分分别为4.82分、4.8分和4.88分。教材的有效性在2093个表中有20093个>，t检验为0.05，显著性提高46.53%。研究结果表明，基于二维码的公民权利义务教材是可行有效的，提高了46.53%的学习效果。研究的结论是，关于公民权利和责任发展的教材已经完成，知识产权已经通过雅加达国立大学LP2M(研究和社区服务研究所)提交。
{"title":"Development of Teaching Materials Rights and Responsibilities of Citizens based on QR Code","authors":"E. Solihatin, J. Siang, R. Raharjo, O. Wuwung, R. I. Syarifain, A. Alwi, Hasia Mamoto, Subaedah Luma","doi":"10.52152/kuey.v29i3.705","DOIUrl":"https://doi.org/10.52152/kuey.v29i3.705","url":null,"abstract":"Practical teaching development support teaching and learning activities is important. The teaching support can be in QR Code-based teaching materials form. This research aims to produce teaching materials on the Rights and Responsibilities of Citizens based on QR codes. Dick and Carey's process entails ten stages and called research and improvement. Teaching materials with QR Codes based on study findings on various analysis is the innovation of this study. Thus, learning resources with QR codes can be found relatively faster than those that don’t do so. Therefore, creating and evaluating the viability and efficacy of teaching resources for citizens' rights and obligations based on QR codes is essential. This study used Research and Development with Dick and Carey. The study results showed the teaching materials on citizens ' rights and obligations are based on QR codes and published by PT Raja Grafindo, with ISBN and intellectual property rights submitted. The feasibility teaching materials was scored by material, language, and media experts as 4.82, 4.8, and 4.88, respectively. The effectiveness of teaching materials had a tcount of 20,093 > from a ttable of 2,093 with a t-test at 0.05, indicating 46.53% significant increase. Based on the research results, QR Code-based teaching materials for citizens ' rights and obligations are feasible and effective in increasing learning outcomes by 46.53%. The study concluded that teaching materials on Citizenship Rights and Responsibilities development has been completed, and IPR has been submitted through the LP2M (Institute for Research and Community Service) State University of Jakarta.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72928600","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 use of digital technologies in the organization of the educational process takes education to a new level. The aim of the study is to examine the subject digital environment of a math teacher. The article analyzes the opinions of scientists in the field of the subject of digital educational environment component composition, which are the basis for the determination of such components as a didactic learning system. Conducting the study required the use of a whole range of methods, such as observation, survey, and compilation of the Likert scale. Two groups of respondents participated in the survey: the first group included math teachers who had completed advanced training courses on building a subject-based digital educational environment; the second group included teachers who did not take such courses. The author tested the assumption that there is no significant difference in the selection of the subject digital educational environment components by math teachers. To determine the absence of differences between the two experimental distributions, the χ-square criterion was used. Based on the results obtained, the theoretical model of the subject digital educational environment was corrected. The results of the study showed that the theoretically justified component composition of the subject digital educational environment was confirmed as a result of experimental work with practicing teachers, which confirms the relevance of the instrumental approach to the construction of the subject digital educational environment according to the model proposed.
{"title":"Determination of the Digital Educational Environment Composition for a Math Teacher based on the Analysis of Research and Practical Teachers' Opinions","authors":"E. Galimullina","doi":"10.52152/kuey.v29i3.965","DOIUrl":"https://doi.org/10.52152/kuey.v29i3.965","url":null,"abstract":"The use of digital technologies in the organization of the educational process takes education to a new level. The aim of the study is to examine the subject digital environment of a math teacher. The article analyzes the opinions of scientists in the field of the subject of digital educational environment component composition, which are the basis for the determination of such components as a didactic learning system. Conducting the study required the use of a whole range of methods, such as observation, survey, and compilation of the Likert scale. Two groups of respondents participated in the survey: the first group included math teachers who had completed advanced training courses on building a subject-based digital educational environment; the second group included teachers who did not take such courses. The author tested the assumption that there is no significant difference in the selection of the subject digital educational environment components by math teachers. To determine the absence of differences between the two experimental distributions, the χ-square criterion was used. Based on the results obtained, the theoretical model of the subject digital educational environment was corrected. The results of the study showed that the theoretically justified component composition of the subject digital educational environment was confirmed as a result of experimental work with practicing teachers, which confirms the relevance of the instrumental approach to the construction of the subject digital educational environment according to the model proposed.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80079677","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}
Pararajasingam Rajeswaran, N. Kengatharan, Jeyalaxsumy Rasanayagam
Teacher job satisfaction is a continuing academic and research exploration over many decades owing to its insidious effect on the quality of teaching and learning in education. This study aims to investigate the effect of human resource management practices on teacher job satisfaction. Data were collected through a self-administered questionnaire with a sample of 392 secondary school teachers in Northern Province, Sri Lanka. The study adopted a survey research strategy with a cross-sectional time horizon. The results of the study disclosed that training, development, and education (TDE), promotion, health and safety, and teacher relationships are significantly positively related to teacher job satisfaction. Nonetheless, recruitment and selection, performance appraisal, compensation and reward, benefits, motivation, and transfer were not significantly related to teacher job satisfaction. Of those determining HRM practices, TDE is the most influential factor, followed by teacher-relationship, health and safety, and promotion. Gender, civil status, and school location were not found to be related to teacher job satisfaction. The present study advances the understanding of human resource management practices in the educational setting from a divergent cultural vantage point. Further, the study provides many useful practical implications for educational administrators, practitioners, and policymakers.
{"title":"Teacher Job Satisfaction: Do Human Resource Management Practices Matter? Evidence from Secondary Level Education","authors":"Pararajasingam Rajeswaran, N. Kengatharan, Jeyalaxsumy Rasanayagam","doi":"10.52152/kuey.v29i3.653","DOIUrl":"https://doi.org/10.52152/kuey.v29i3.653","url":null,"abstract":"Teacher job satisfaction is a continuing academic and research exploration over many decades owing to its insidious effect on the quality of teaching and learning in education. This study aims to investigate the effect of human resource management practices on teacher job satisfaction. Data were collected through a self-administered questionnaire with a sample of 392 secondary school teachers in Northern Province, Sri Lanka. The study adopted a survey research strategy with a cross-sectional time horizon. The results of the study disclosed that training, development, and education (TDE), promotion, health and safety, and teacher relationships are significantly positively related to teacher job satisfaction. Nonetheless, recruitment and selection, performance appraisal, compensation and reward, benefits, motivation, and transfer were not significantly related to teacher job satisfaction. Of those determining HRM practices, TDE is the most influential factor, followed by teacher-relationship, health and safety, and promotion. Gender, civil status, and school location were not found to be related to teacher job satisfaction. The present study advances the understanding of human resource management practices in the educational setting from a divergent cultural vantage point. Further, the study provides many useful practical implications for educational administrators, practitioners, and policymakers.","PeriodicalId":36631,"journal":{"name":"Educational Administration: Theory and Practice","volume":"104 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72371015","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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