Pub Date : 2023-03-10DOI: 10.18844/cjes.v18i2.8326
Dwi Novita Sari, H. Hasratuddin, K. A. Fauzi, Edi Syahputra, Elmanani Simamora, Nilam Sari
This study aims to examine the feasibility and efficacy of learning mathematics using Realistic Mathematics Education (RME) and ethnomathematics to enhance students' interpersonal intelligence. Students from SMP Nur Azizi in North Sumatra, Indonesia, are the subjects of this study. In this study, media development was done through design research. Data collection strategies were implemented using questionnaires. This study employed expert validation sheets and interpersonal intelligence questionnaire sheets as its instruments. Based on data analysis, it was determined that: 1) Mathematics learning through ethnomathematics integrated RME was declared valid or feasible to be applied in mathematics learning to improve students' interpersonal intelligence based on expert validation with a score of 37.5 (valid); 2) The dimensions of interpersonal intelligence achieved include discussion (social communication) and cooperation (social sensitivity). Therefore, it can be concluded that learning mathematics using ethno-mathematics integrated RME is effective for use in the learning mathematics process
本研究旨在检验运用现实数学教育（RME）和民族数学学习数学以提高学生人际智力的可行性和有效性。来自印度尼西亚北苏门答腊的SMP Nur Azizi的学生是本研究的对象。在本研究中，媒体开发是通过设计研究来完成的。数据收集策略是通过问卷调查实施的。本研究采用专家验证表和人际智力问卷表作为工具。基于数据分析，确定：1）基于专家验证，通过民族数学综合RME的数学学习被宣布为有效或可行的，可用于数学学习，以提高学生的人际智能，得分为37.5（有效）；2） 人际智能的维度包括讨论（社会沟通）和合作（社会敏感性）。因此，可以得出结论，使用民族数学综合RME学习数学在数学学习过程中是有效的
{"title":"Ethnomathematics integrated realistic mathematics education to improve students' interpersonal intelligence","authors":"Dwi Novita Sari, H. Hasratuddin, K. A. Fauzi, Edi Syahputra, Elmanani Simamora, Nilam Sari","doi":"10.18844/cjes.v18i2.8326","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.8326","url":null,"abstract":"This study aims to examine the feasibility and efficacy of learning mathematics using Realistic Mathematics Education (RME) and ethnomathematics to enhance students' interpersonal intelligence. Students from SMP Nur Azizi in North Sumatra, Indonesia, are the subjects of this study. In this study, media development was done through design research. Data collection strategies were implemented using questionnaires. This study employed expert validation sheets and interpersonal intelligence questionnaire sheets as its instruments. Based on data analysis, it was determined that: 1) Mathematics learning through ethnomathematics integrated RME was declared valid or feasible to be applied in mathematics learning to improve students' interpersonal intelligence based on expert validation with a score of 37.5 (valid); 2) The dimensions of interpersonal intelligence achieved include discussion (social communication) and cooperation (social sensitivity). Therefore, it can be concluded that learning mathematics using ethno-mathematics integrated RME is effective for use in the learning mathematics process","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47666596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.18844/cjes.v18i2.8225
K. Ukhurebor, Obiukwu Eucharia Odinakachi, Festus Onyeka Mbalisi, J. Opateye, Enoch Leonard
The study focuses on the accessibility of instructional material for effective teaching in secondary (high) schools in Eleme, Rivers State, Nigeria. The population of the study consisted of 450 teachers from eight secondary (high) schools using a structured research questionnaire. The questionnaires were administered to 78 teachers from eight secondary (high) schools. Percentages (%) and frequency counts were used to assess the data that had been obtained. The numerical values of the estimated % of the response options’ values served as the basis for the decision. Any item with a % score of 50 or higher was considered to be accessible (available), whereas % values lower than 50 were considered to be unavailable. The analysis's findings indicated that these secondary (high) schools had a poor supply of instructional materials for efficient instruction. The little teaching resources that were provided were insufficient, and the teachers either could hardly use them or did not know how to use them, so they were rarely used. The research also revealed that teaching without instructional resources is ineffective; thus, for efficient teaching and learning, teachers should make the most of the instructional materials that are already accessible. The study suggests that the government set aside enough money in the budget to increase access to teaching resources across the board for all public secondary (high) schools. This study recommends more investigation into how teachers utilize instructional resources for efficient teaching and learning. Hence, it is believed that this findings from this study will attempt to bring solutions to the inaccessibility and underuse of instructional resources in teaching and studying in high schools. Keywords: Academic performance; Learning; Student; School; Teaching
{"title":"Accessibility of instructional materials for effective teaching: outlook from high schools in Eleme, River State, Nigeria","authors":"K. Ukhurebor, Obiukwu Eucharia Odinakachi, Festus Onyeka Mbalisi, J. Opateye, Enoch Leonard","doi":"10.18844/cjes.v18i2.8225","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.8225","url":null,"abstract":"The study focuses on the accessibility of instructional material for effective teaching in secondary (high) schools in Eleme, Rivers State, Nigeria. The population of the study consisted of 450 teachers from eight secondary (high) schools using a structured research questionnaire. The questionnaires were administered to 78 teachers from eight secondary (high) schools. Percentages (%) and frequency counts were used to assess the data that had been obtained. The numerical values of the estimated % of the response options’ values served as the basis for the decision. Any item with a % score of 50 or higher was considered to be accessible (available), whereas % values lower than 50 were considered to be unavailable. The analysis's findings indicated that these secondary (high) schools had a poor supply of instructional materials for efficient instruction. The little teaching resources that were provided were insufficient, and the teachers either could hardly use them or did not know how to use them, so they were rarely used. The research also revealed that teaching without instructional resources is ineffective; thus, for efficient teaching and learning, teachers should make the most of the instructional materials that are already accessible. The study suggests that the government set aside enough money in the budget to increase access to teaching resources across the board for all public secondary (high) schools. This study recommends more investigation into how teachers utilize instructional resources for efficient teaching and learning. Hence, it is believed that this findings from this study will attempt to bring solutions to the inaccessibility and underuse of instructional resources in teaching and studying in high schools.\u0000Keywords: Academic performance; Learning; Student; School; Teaching","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46103606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.18844/cjes.v18i2.7035
Ageze Abza, Habtamu Wodaj, S. Edessa
The purpose of the current study was to investigate the effects of the guided inquiry-based instructional model (GIBIM) on pre-service biology teachers’ conceptual understanding of invertebrate zoology learning. The research study used a quantitative research method. The study used a non-equivalent quasi-experimental pre-test, post-test group design. Three intact classes were assigned into a treatment group-1, treatment group-2, and comparison group. The groups were taught for eight consecutive weeks with a GIBIM and conventional teaching method, respectively. The data were collected with invertebrate zoology conceptual understanding test items and administered pre-test and post-test. The data were analyzed using one-way ANOVA. The study result revealed that there were significant differences between groups in concept understanding of invertebrate zoology learning. The normalized gains of pre-service biology teachers in the treatment groups were also higher than a comparison group. Henceforth, the GIBIM has sound effect on pre-service biology teachers, understanding of invertebrate zoology concepts. Keywords: conceptual understanding; conventional method; guided inquiry; invertebrate zoology; pre-service teachers
{"title":"Guided inquiry-based model on pre-service teachers conceptual understanding of learning invertebrate zoology","authors":"Ageze Abza, Habtamu Wodaj, S. Edessa","doi":"10.18844/cjes.v18i2.7035","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.7035","url":null,"abstract":"The purpose of the current study was to investigate the effects of the guided inquiry-based instructional model (GIBIM) on pre-service biology teachers’ conceptual understanding of invertebrate zoology learning. The research study used a quantitative research method. The study used a non-equivalent quasi-experimental pre-test, post-test group design. Three intact classes were assigned into a treatment group-1, treatment group-2, and comparison group. The groups were taught for eight consecutive weeks with a GIBIM and conventional teaching method, respectively. The data were collected with invertebrate zoology conceptual understanding test items and administered pre-test and post-test. The data were analyzed using one-way ANOVA. The study result revealed that there were significant differences between groups in concept understanding of invertebrate zoology learning. The normalized gains of pre-service biology teachers in the treatment groups were also higher than a comparison group. Henceforth, the GIBIM has sound effect on pre-service biology teachers, understanding of invertebrate zoology concepts.\u0000Keywords: conceptual understanding; conventional method; guided inquiry; invertebrate zoology; pre-service teachers","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44279958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-22DOI: 10.18844/cjes.v18i2.8271
A. Amiruddin, Fiskia Rera Baharuddin
Vocational high schools in Indonesia, which run under either the three-year or four-year programme, constitute a formal education system that prepares future skilled workers ready to work. The focus of this study was to capture the skills and competencies of three-year and four-year vocational high school programme graduates. This study employed a ualitative multi-site study approach through the constant comparative method, and necessary data were gathered through in-depth interviews and observations. Research results revealed that four-year vocational high school programme graduates had higher competencies and vocational maturity compared to three-year vocational high school programme graduates in terms of academic skills, basic technical skills, as well as technical and employability skills. Therefore, four-year vocational high school programme graduates qualify to fill up operator 3 positions and are equivalent to Diploma 1 holders. Keyword: three-year programme, four-year programme, academic skills, technical skills, employability skills, vocational education
{"title":"The academic, technical and employability skills three-year and four-year vocational high school programme graduates","authors":"A. Amiruddin, Fiskia Rera Baharuddin","doi":"10.18844/cjes.v18i2.8271","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.8271","url":null,"abstract":"Vocational high schools in Indonesia, which run under either the three-year or four-year programme, constitute a formal education system that prepares future skilled workers ready to work. The focus of this study was to capture the skills and competencies of three-year and four-year vocational high school programme graduates. This study employed a ualitative multi-site study approach through the constant comparative method, and necessary data were gathered through in-depth interviews and observations. Research results revealed that four-year vocational high school programme graduates had higher competencies and vocational maturity compared to three-year vocational high school programme graduates in terms of academic skills, basic technical skills, as well as technical and employability skills. Therefore, four-year vocational high school programme graduates qualify to fill up operator 3 positions and are equivalent to Diploma 1 holders.\u0000Keyword: three-year programme, four-year programme, academic skills, technical skills, employability skills, vocational education","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43780706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.18844/cjes.v18i2.7351
Amal Al Badi, Ahmed Al Kharusi, Asma Al kalbani, Mahmoud Al Mayahi
The study focuses on the competencies and challenges of using the Google Classroom platform in Emergency Remote Teaching (ERT) during the Covid 19 pandemic. The study followed a descriptive research design where two hundred and ten teachers responded to a questionnaire containing three categories: teachers' competencies, challenges faced by teachers, and teachers' attitudes. The findings showed that the teachers' competency in using the Google Classroom platform was at a high degree, with results middling when regarding the challenges faced by teachers using Google Classroom. There were no statistically relevant differences at the level of significance (α≤0.05) in the competencies of teachers' use of the Google Classroom due to the variables of gender and work experience. Teachers' attitudes about using Google classroom were high. However, the results indicate a need for conducting effective training for teachers to overcome certain challenges. In addition, there is a requirement to provide the infrastructure for communication networks and consistent Internet access, while also providing alternative assessment methods. Keywords: Google Classroom, Competencies, COVID-19, Emergency Remote Teaching
{"title":"Teachers' technological competencies and challenges of using google classroom during emergency remote teaching","authors":"Amal Al Badi, Ahmed Al Kharusi, Asma Al kalbani, Mahmoud Al Mayahi","doi":"10.18844/cjes.v18i2.7351","DOIUrl":"https://doi.org/10.18844/cjes.v18i2.7351","url":null,"abstract":"The study focuses on the competencies and challenges of using the Google Classroom platform in Emergency Remote Teaching (ERT) during the Covid 19 pandemic. The study followed a descriptive research design where two hundred and ten teachers responded to a questionnaire containing three categories: teachers' competencies, challenges faced by teachers, and teachers' attitudes. The findings showed that the teachers' competency in using the Google Classroom platform was at a high degree, with results middling when regarding the challenges faced by teachers using Google Classroom. There were no statistically relevant differences at the level of significance (α≤0.05) in the competencies of teachers' use of the Google Classroom due to the variables of gender and work experience. Teachers' attitudes about using Google classroom were high. However, the results indicate a need for conducting effective training for teachers to overcome certain challenges. In addition, there is a requirement to provide the infrastructure for communication networks and consistent Internet access, while also providing alternative assessment methods.\u0000Keywords: Google Classroom, Competencies, COVID-19, Emergency Remote Teaching","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43986452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.18844/cjes.v18i1.8083
Maira Sapieva, K. Bulatbayeva, O. Mazbayev, Nurbek Pussyrmanov
The purpose of the research is to study the current opportunities for professional development of teachers of pedagogical educational institutions of Kazakhstan and their needs for professional growth, as well as to develop recommendations for improving their professional level. The described results are based on the normative documents regulating the professional development of university professors. The non-progressiveness of the professional standard of the teacher of Kazakhstan has been substantiated. Besides, there was a survey of 614 lecturers of pedagogical training facilities to determine their need for professional development. The sample was random and the data collection was carried out using a questionnaire. In the end of the study, the current state of the problem has been described, the data obtained from the results of the survey have been summarized, problematic aspects of professional growth have been identified and some recommendations have been developed for improving the professional development of pedagogical facilities lecturers in Kazakhstan. Keywords: continuing professional development, professional needs of teachers, Professional standard of a teacher, teacher professional development, University teachers.
{"title":"Study of opportunities and professional needs of university teachers of Kazakhstan in professional development","authors":"Maira Sapieva, K. Bulatbayeva, O. Mazbayev, Nurbek Pussyrmanov","doi":"10.18844/cjes.v18i1.8083","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8083","url":null,"abstract":"The purpose of the research is to study the current opportunities for professional development of teachers of pedagogical educational institutions of Kazakhstan and their needs for professional growth, as well as to develop recommendations for improving their professional level. The described results are based on the normative documents regulating the professional development of university professors. The non-progressiveness of the professional standard of the teacher of Kazakhstan has been substantiated. Besides, there was a survey of 614 lecturers of pedagogical training facilities to determine their need for professional development. The sample was random and the data collection was carried out using a questionnaire. In the end of the study, the current state of the problem has been described, the data obtained from the results of the survey have been summarized, problematic aspects of professional growth have been identified and some recommendations have been developed for improving the professional development of pedagogical facilities lecturers in Kazakhstan.\u0000Keywords: continuing professional development, professional needs of teachers, Professional standard of a teacher, teacher professional development, University teachers.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.18844/cjes.v18i1.7360
Eman Kreishan
The study aimed to analyze the content of the developed science book (Collins) for the fourth grade in Jordan in light of the requirements of (TIMSS, 2019) The analysis card was designed in light of the list of requirements of the international study project (TIMSS, 2019), and to ensure its validity and stability. The results of the study concluded The content of the developed science book (Collins) is consistent in terms of the percentages of the main areas of content with the requirements of (TIMSS-2019), where the content areas were distributed in percentages that reached (47.5%) in the field of biology, while this area was mentioned in the standards (TIMSS-2019). By (45%), and in the field of physics, the percentage coincided with the same percentage in the standards of ((TIMSS-2019), which is (35%), while the field of Earth science in the science book was at a percentage of (17.5%) compared to (20%) in the standards of (( TIMSS-2019, and although the percentages of content areas agree with TIMSS-2019 standards, 31 of the content indicators did not appear in the Science Book among the 57 approved indicators in content standards according to TIMSS-2019. Accordingly, the study recommends Continuing to plan science books in Jordan in light of international standards, especially TIMSS standards, and taking into account the inclusion of indicators of content areas concepts in a balanced manner. Keywords: Content analysis, developed science book (Collins), TIMSS - 2019.
{"title":"Content analysis of the developed science textbook (Collins) for the fourth grade in Jordan in light of the requirements of (TIMSS-2019)","authors":"Eman Kreishan","doi":"10.18844/cjes.v18i1.7360","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.7360","url":null,"abstract":"The study aimed to analyze the content of the developed science book (Collins) for the fourth grade in Jordan in light of the requirements of (TIMSS, 2019) The analysis card was designed in light of the list of requirements of the international study project (TIMSS, 2019), and to ensure its validity and stability. The results of the study concluded The content of the developed science book (Collins) is consistent in terms of the percentages of the main areas of content with the requirements of (TIMSS-2019), where the content areas were distributed in percentages that reached (47.5%) in the field of biology, while this area was mentioned in the standards (TIMSS-2019). By (45%), and in the field of physics, the percentage coincided with the same percentage in the standards of ((TIMSS-2019), which is (35%), while the field of Earth science in the science book was at a percentage of (17.5%) compared to (20%) in the standards of (( TIMSS-2019, and although the percentages of content areas agree with TIMSS-2019 standards, 31 of the content indicators did not appear in the Science Book among the 57 approved indicators in content standards according to TIMSS-2019. Accordingly, the study recommends Continuing to plan science books in Jordan in light of international standards, especially TIMSS standards, and taking into account the inclusion of indicators of content areas concepts in a balanced manner.\u0000Keywords: Content analysis, developed science book (Collins), TIMSS - 2019.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43689046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.18844/cjes.v18i1.7060
H. Prasetyo, Wawa Wikusna, Ferra Arik Tridalestari
Completion of studies by students is the result of the process carried out in the learning process in university. The problem that arises related to this condition is that many diploma students are often late in completing their studies or even dropping out of school. Departments at the university do not have a significant measuring tool in predicting student graduation rates based on the competencies mastered. This paper proposes a program model to predict the basic abilities of Information System Diploma Program students to be mapped in the level of ability in an effort to reduce the delay in the learning process. The method used in the program model was a quantitative method with a K-Means Clustering model approach. The results showed that there was a significant increase in the timely graduation rate for Information System Diploma Program. Keywords: Graduates Competency, Diploma Program Student, Information System, K-Means Clustering, Higher Education;
{"title":"K-Means clustering model to improve competency of diploma program graduates","authors":"H. Prasetyo, Wawa Wikusna, Ferra Arik Tridalestari","doi":"10.18844/cjes.v18i1.7060","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.7060","url":null,"abstract":"Completion of studies by students is the result of the process carried out in the learning process in university. The problem that arises related to this condition is that many diploma students are often late in completing their studies or even dropping out of school. Departments at the university do not have a significant measuring tool in predicting student graduation rates based on the competencies mastered. This paper proposes a program model to predict the basic abilities of Information System Diploma Program students to be mapped in the level of ability in an effort to reduce the delay in the learning process. The method used in the program model was a quantitative method with a K-Means Clustering model approach. The results showed that there was a significant increase in the timely graduation rate for Information System Diploma Program.\u0000Keywords: Graduates Competency, Diploma Program Student, Information System, K-Means Clustering, Higher Education;","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325769","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 concept of give and take is nothing peculiar for higher educational institution students. In order to survive, living along as an isolated island is not a lucrative way to survive: Human beings need to be socialized. Thus, by exchanging/bartering what they acquired to the others group, without expected return, is a sign or altruism. But why did they decide to give so, was it because they had the feelings of happiness or just a feeling of giving away? Consequently, by understand the effect of such reciprocity, authors would like to see whether it is rational enough to be procedurally fair and altruistic at the same time, as well as the application of this concept for higher educational institutions. Can this be a sign for entrepreneurial education? Authors take data of Thai entrepreneurs from World Value Survey Database. World Values Survey was conducted by World Values Survey Association with the current seventh wave covered 80 countries; the length of survey spanned from 2017-2021. This research is divided accordingly: The first part introduces rational aspects; secondly, literature reviews are explored in various perspectives and their side-effect; thirdly, methodology is explained and analyzed by using secondary data with multiple regression; and finally, the results and further research are discussed.
{"title":"Understanding effective entrepreneurial education vis-à-vis Thai entrepreneurs’ altruism and procedural fairness on being happy: More money or more happiness?","authors":"Chutinon Putthiwanit, Phurichchaya Taeporamaysamai","doi":"10.18844/cjes.v18i1.8582","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8582","url":null,"abstract":"The concept of give and take is nothing peculiar for higher educational institution students. In order to survive, living along as an isolated island is not a lucrative way to survive: Human beings need to be socialized. Thus, by exchanging/bartering what they acquired to the others group, without expected return, is a sign or altruism. But why did they decide to give so, was it because they had the feelings of happiness or just a feeling of giving away? Consequently, by understand the effect of such reciprocity, authors would like to see whether it is rational enough to be procedurally fair and altruistic at the same time, as well as the application of this concept for higher educational institutions. Can this be a sign for entrepreneurial education? Authors take data of Thai entrepreneurs from World Value Survey Database. World Values Survey was conducted by World Values Survey Association with the current seventh wave covered 80 countries; the length of survey spanned from 2017-2021. This research is divided accordingly: The first part introduces rational aspects; secondly, literature reviews are explored in various perspectives and their side-effect; thirdly, methodology is explained and analyzed by using secondary data with multiple regression; and finally, the results and further research are discussed.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49360737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.18844/cjes.v18i1.8395
Y. Kurniawati, Kokom Komalasari, N. Supriatna, E. Wiyanarti
This study is a response to the current conditions of social studies teaching and learning in Indonesia, which are considered tedious, emphasizing low-level components of intellectual growth. Such conditions necessitate the development of the Social Sciences teachers’ creativity to create enjoyable learning that accommodates students' competency attainment. This study aims to investigate, analyze, and characterise edutainment-based social science learning innovations adopted in junior high school. Research and development were employed in the study. It began with a preliminary investigation, followed by constructing an educational entertainment model. According to the study's findings, there are three forms of edutainment development in social science education. These include instructional games, edutainment through the "If History" technique, and edutainment through creative writing techniques. These three methods were found to be promoting students’ participation in the learning process through engaging activities and exploring content familiar to the student's context. This type of research has the potential to develop a creative and innovative Social Science learning model in junior secondary education. Keywords: education in the social sciences, edutainment, learning model
{"title":"Edutainment in social studies learning: Can it develop critical thinking skills and creativity?","authors":"Y. Kurniawati, Kokom Komalasari, N. Supriatna, E. Wiyanarti","doi":"10.18844/cjes.v18i1.8395","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8395","url":null,"abstract":"This study is a response to the current conditions of social studies teaching and learning in Indonesia, which are considered tedious, emphasizing low-level components of intellectual growth. Such conditions necessitate the development of the Social Sciences teachers’ creativity to create enjoyable learning that accommodates students' competency attainment. This study aims to investigate, analyze, and characterise edutainment-based social science learning innovations adopted in junior high school. Research and development were employed in the study. It began with a preliminary investigation, followed by constructing an educational entertainment model. According to the study's findings, there are three forms of edutainment development in social science education. These include instructional games, edutainment through the \"If History\" technique, and edutainment through creative writing techniques. These three methods were found to be promoting students’ participation in the learning process through engaging activities and exploring content familiar to the student's context. This type of research has the potential to develop a creative and innovative Social Science learning model in junior secondary education. \u0000Keywords: education in the social sciences, edutainment, learning model","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48343371","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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