Pub Date : 2023-01-30DOI: 10.18844/cjes.v18i1.8555
Dewi Amalia Nafiati, S. Sukirno, E. Mulyani
The role of entrepreneurship education is urgently needed due to the lack of entrepreneurial activities, the curriculum not being standardized, the lack of skills of the lecturers in entrepreneurship, and less collaboration among the practitioners, education institutions, and students. Therefore Entrepreneurship education has not been planned and integrated well into higher education's functions to develop student entrepreneurial attitudes. This research aims to analyze the effectiveness of the integrated entrepreneurship education model of tri dharma education in developing student entrepreneurial attitudes in higher educations. Indicators of student entrepreneurial attitudes were measured by aspects of student leadership, student personality, and student personal assessment and the research analysis through paired sample t-test The result indicates that the integrated entrepreneurship education model of tri dharma education was effective and can be used as an alternative learning model to improve student entrepreneurial attitudes. It can be helpful in the students to increase their entrepreneurship attitudes after school in the community. The researcher recommends further research to compare the tri dharma of entrepreneurship education model with the other model. It also recommends cooperatively formulating and implementing a fit integrative entrepreneurship education program to develop better students' entrepreneurship attitudes in Indonesia. Keywords: entrepreneurial attitude, entrepreneurship education, Tri Dharma education, integrated education, learning models
{"title":"Students' entrepreneurial attitudes: Does the integrated Learning model based on tri dharma in entrepreneurship education work?","authors":"Dewi Amalia Nafiati, S. Sukirno, E. Mulyani","doi":"10.18844/cjes.v18i1.8555","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8555","url":null,"abstract":"The role of entrepreneurship education is urgently needed due to the lack of entrepreneurial activities, the curriculum not being standardized, the lack of skills of the lecturers in entrepreneurship, and less collaboration among the practitioners, education institutions, and students. Therefore Entrepreneurship education has not been planned and integrated well into higher education's functions to develop student entrepreneurial attitudes. This research aims to analyze the effectiveness of the integrated entrepreneurship education model of tri dharma education in developing student entrepreneurial attitudes in higher educations. Indicators of student entrepreneurial attitudes were measured by aspects of student leadership, student personality, and student personal assessment and the research analysis through paired sample t-test The result indicates that the integrated entrepreneurship education model of tri dharma education was effective and can be used as an alternative learning model to improve student entrepreneurial attitudes. It can be helpful in the students to increase their entrepreneurship attitudes after school in the community. The researcher recommends further research to compare the tri dharma of entrepreneurship education model with the other model. It also recommends cooperatively formulating and implementing a fit integrative entrepreneurship education program to develop better students' entrepreneurship attitudes in Indonesia.\u0000Keywords: entrepreneurial attitude, entrepreneurship education, Tri Dharma education, integrated education, learning models","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48715432","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 : 2023-01-30DOI: 10.18844/cjes.v18i1.7950
Carlos Augusto Castanheira, Jacinto Jardim, Carlos Oliveira
In a global society, the importance of knowledge and assessment of transversal competences emerges to cope with the challenges of contemporary society, from a perspective of development and lifelong learning. Therefore, it is a priority to use assessment tools adapted to different cultures. The main objective of this study is to validate the instrument ‘Multidimensional 21st Century Skills Scale’ for the Portuguese population. The sample was composed of 413 participants of both genders, with a mean age of 24.30 years (standard deviation = 8.69), aged between 18 and 64 years, attending Higher and Vocational Education. The translation and back-translation of the instrument were carried out by experts (researchers and university professors in the areas of psychology, management, and entrepreneurship). The final version of the scale was composed of 30 items and the exploratory analysis identified three dimensions: Knowledge and Entrepreneurial Skills, Career Awareness and Innovation, and Critical Thinking and Problem Solving. These factors were validated by confirmatory analysis. The authors suggest that the difference found in relation to the original version is related to cultural reasons, the age range of the respondents, as well as their academic level. Keywords: 21st century, skill scale, entrepreneurial skills, higher education innovation
{"title":"Validation of the competences for the 21st-century skill scale in higher education students","authors":"Carlos Augusto Castanheira, Jacinto Jardim, Carlos Oliveira","doi":"10.18844/cjes.v18i1.7950","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.7950","url":null,"abstract":"In a global society, the importance of knowledge and assessment of transversal competences emerges to cope with the challenges of contemporary society, from a perspective of development and lifelong learning. Therefore, it is a priority to use assessment tools adapted to different cultures. The main objective of this study is to validate the instrument ‘Multidimensional 21st Century Skills Scale’ for the Portuguese population. The sample was composed of 413 participants of both genders, with a mean age of 24.30 years (standard deviation = 8.69), aged between 18 and 64 years, attending Higher and Vocational Education. The translation and back-translation of the instrument were carried out by experts (researchers and university professors in the areas of psychology, management, and entrepreneurship). The final version of the scale was composed of 30 items and the exploratory analysis identified three dimensions: Knowledge and Entrepreneurial Skills, Career Awareness and Innovation, and Critical Thinking and Problem Solving. These factors were validated by confirmatory analysis. The authors suggest that the difference found in relation to the original version is related to cultural reasons, the age range of the respondents, as well as their academic level. \u0000Keywords: 21st century, skill scale, entrepreneurial skills, higher education innovation","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49263995","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 : 2023-01-30DOI: 10.18844/cjes.v18i1.8176
Y. Sari, A. Marini, Y. Rahmawati
The aim of this research is to find out the effectiveness of using interactive media based on 3D animation integrated with problem-based learning to improve high-level thinking skills in fifth-grade elementary school students. This research used quantitative method. This quasi-experimental design research used test instruments to collect the data of students' higher-order thinking skills. We conduct data analysis to analyze the differences in the experimental and control classes' learning outcomes. The hypothesis test used is the average difference test, with the t-test formula. The results show that learning effectiveness with 3D animation-based learning media with a value of sig = 0.00, which is smaller than = 0.05 meaning that the results of the posttest of the experimental class are different from the control class. It can be highlighted that the conclusion is problem-based learning integrated with interactive media effectively enhancing elementary school students' high-level thinking skills.
{"title":"Animation with Problem-Based Learning to Improve Student High Level Thinking Skills","authors":"Y. Sari, A. Marini, Y. Rahmawati","doi":"10.18844/cjes.v18i1.8176","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8176","url":null,"abstract":"The aim of this research is to find out the effectiveness of using interactive media based on 3D animation integrated with problem-based learning to improve high-level thinking skills in fifth-grade elementary school students. This research used quantitative method. This quasi-experimental design research used test instruments to collect the data of students' higher-order thinking skills. We conduct data analysis to analyze the differences in the experimental and control classes' learning outcomes. The hypothesis test used is the average difference test, with the t-test formula. The results show that learning effectiveness with 3D animation-based learning media with a value of sig = 0.00, which is smaller than = 0.05 meaning that the results of the posttest of the experimental class are different from the control class. It can be highlighted that the conclusion is problem-based learning integrated with interactive media effectively enhancing elementary school students' high-level thinking skills.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46942064","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 : 2023-01-30DOI: 10.18844/cjes.v18i1.8497
Abu Dharin Abu, Subur Subur, Irra Wahidiyati
The research aims to reveal the life of caring for the environment as an inseparable part of the school program. Environmental care and friendly programs in various forms of activities have a great influence 4on shaping the character of students. This research is a type of field research with a qualitative descriptive approach. Sources of data in this study are adiwiyata managers and environmentalist organizations (Organisasi Pemuda Lingkungan/OPL). Data were collected through observation and interviews. The data collected were analyzed using the steps of data presentation, reduction, processing and conclusion. The results showed that the implementation of the independent adiwiyata program was carried out through school policies, both intracurricular and extracurricular. Activities are coordinated by cadres, including reforestation cadres, faith and piety strengthening cadres, youth health care cadres, literacy cadres, organic waste processing cadres, inorganic waste processing cadres and water and electricity energy saving cadres. Concern for the environment also creates awareness of responsibility, discipline and cooperation. This program is expected to be a means of educating students to become human beings who care about the environment in their respective places of residence. Keywords: Education, Character, Environmental Care, Adiwiyata Mandiri, High School
{"title":"Strengthening character education caring for the environment based on Adiwiyata Mandiri in high school","authors":"Abu Dharin Abu, Subur Subur, Irra Wahidiyati","doi":"10.18844/cjes.v18i1.8497","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8497","url":null,"abstract":"The research aims to reveal the life of caring for the environment as an inseparable part of the school program. Environmental care and friendly programs in various forms of activities have a great influence 4on shaping the character of students. This research is a type of field research with a qualitative descriptive approach. Sources of data in this study are adiwiyata managers and environmentalist organizations (Organisasi Pemuda Lingkungan/OPL). Data were collected through observation and interviews. The data collected were analyzed using the steps of data presentation, reduction, processing and conclusion. The results showed that the implementation of the independent adiwiyata program was carried out through school policies, both intracurricular and extracurricular. Activities are coordinated by cadres, including reforestation cadres, faith and piety strengthening cadres, youth health care cadres, literacy cadres, organic waste processing cadres, inorganic waste processing cadres and water and electricity energy saving cadres. Concern for the environment also creates awareness of responsibility, discipline and cooperation. This program is expected to be a means of educating students to become human beings who care about the environment in their respective places of residence. \u0000Keywords: Education, Character, Environmental Care, Adiwiyata Mandiri, High School","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43621720","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 : 2023-01-30DOI: 10.18844/cjes.v18i1.8353
P. Jurs, Elita Spehte, A. Samuseviča, Inta Kulberga, Osman Titrek
Today's society requires competitive professionals who can respond operationally to ever-changing life situations, think creatively, focus their activities on achieving the goals set and this is why the new challenge of the 21st century education is to balance vocational and general education objectives to meet changing societal needs. One aspect that arises directly from the quality of education is reflection. The aim of this study is to find the implementation of learning reflection by teachers and how the influence of the use of reflection in the learning process. Depending on the results of this research, it will be clear whether the teachers will use reflection as teaching and learning method in their lessons at school. This research used quantitative method to determine the effect of reflection. The type of research is quantitative research using an online survey method. The results of survey certifies that 64% of teachers agree that reflection helps the students to sort out their thinking process and allows them to improve on their own and 72% of teachers answered that they would like to continue to use reflection activities at their lessons because students’ curiosity can motivate them to engage in the learning process. Keywords: Learning, quality learning, reflection, schools, students, teachers
{"title":"Reflections: Prerequisites for quality learning in the 21st century","authors":"P. Jurs, Elita Spehte, A. Samuseviča, Inta Kulberga, Osman Titrek","doi":"10.18844/cjes.v18i1.8353","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8353","url":null,"abstract":"Today's society requires competitive professionals who can respond operationally to ever-changing life situations, think creatively, focus their activities on achieving the goals set and this is why the new challenge of the 21st century education is to balance vocational and general education objectives to meet changing societal needs. One aspect that arises directly from the quality of education is reflection. The aim of this study is to find the implementation of learning reflection by teachers and how the influence of the use of reflection in the learning process. Depending on the results of this research, it will be clear whether the teachers will use reflection as teaching and learning method in their lessons at school. This research used quantitative method to determine the effect of reflection. The type of research is quantitative research using an online survey method. The results of survey certifies that 64% of teachers agree that reflection helps the students to sort out their thinking process and allows them to improve on their own and 72% of teachers answered that they would like to continue to use reflection activities at their lessons because students’ curiosity can motivate them to engage in the learning process.\u0000Keywords: Learning, quality learning, reflection, schools, students, teachers","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48028398","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 : 2023-01-30DOI: 10.18844/cjes.v18i1.7996
Adebayo Adeokun Olusegun, Elnathan Uranta, K. Ukhurebor, G. Jokthan, Dorothy Nalwadda
This study investigated the effects of electronic learning (e-learning) on the academic performance (AP) of students in selected secondary (high) schools. A cross-sectional survey was used in this study to get data regarding students’ AP. The study was limited to three e-learning platforms (Zoom, WhatsApp, and Google Classroom) which were used by the participants in the survey during the COVID-19 pandemic-induced lockdown. A quantitative statistical analysis was carried out on the gathered data using SPSS. Analyses showed that e-learning had a negative effect on the attitudes of students. Furthermore, the analysis revealed that the e-learning systems were not as effective as traditional face-to-face teaching due to factors such as poor network connectivity and lack of collaborative activities. Furthermore, it was discovered that the e-learning materials were not widely available and accessible to the participants. Finally, suggestions that would guide further studies and improve student AP were also recommended. Keywords: Academic performance, E-learning, Learning, Student, School
{"title":"Appraisal of E-Learning and students’ academic performance: A perspective from secondary schools","authors":"Adebayo Adeokun Olusegun, Elnathan Uranta, K. Ukhurebor, G. Jokthan, Dorothy Nalwadda","doi":"10.18844/cjes.v18i1.7996","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.7996","url":null,"abstract":"This study investigated the effects of electronic learning (e-learning) on the academic performance (AP) of students in selected secondary (high) schools. A cross-sectional survey was used in this study to get data regarding students’ AP. The study was limited to three e-learning platforms (Zoom, WhatsApp, and Google Classroom) which were used by the participants in the survey during the COVID-19 pandemic-induced lockdown. A quantitative statistical analysis was carried out on the gathered data using SPSS. Analyses showed that e-learning had a negative effect on the attitudes of students. Furthermore, the analysis revealed that the e-learning systems were not as effective as traditional face-to-face teaching due to factors such as poor network connectivity and lack of collaborative activities. Furthermore, it was discovered that the e-learning materials were not widely available and accessible to the participants. Finally, suggestions that would guide further studies and improve student AP were also recommended. \u0000Keywords: Academic performance, E-learning, Learning, Student, School","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46383761","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 : 2023-01-26DOI: 10.18844/cjes.v18i1.8144
Egbo Philip Emeka, J. Okoza, K. Ukhurebor, G. Onwodi, Fadayomi Bayonle, Joshua Nyagblordjro
This study investigates the impact of internet use on tertiary institution students’ academic performance (AP). The objectives of the study are to ascertain the impact of internet usage on the AP of students in tertiary institutions, find out some of the difficulties encountered in the utilization of the internet by students in tertiary institutions, and determine some of the benefits of internet usage to students in tertiary institutions. The sample size for this research consists of 300 students whose data were collected through the administration of questionnaires. The study employed the survey research method and the Chi-square (X2) method to analyse and test the various hypotheses formulated. Findings from the study show that there is a significant relationship between internet usage and the AP of students in tertiary institutions. Even though internet usage makes work faster and easier, there are various difficulties encountered in the utilization of the internet by students in tertiary institutions, and the study recommends some ways that will assist to mitigating these difficulties, as well as ways to improving internet use by tertiary institution students. Keywords: Academic performance, Institution, Learning, Student, Teaching
{"title":"The impact of internet use on tertiary institution students’ academic performance: An exploratory study","authors":"Egbo Philip Emeka, J. Okoza, K. Ukhurebor, G. Onwodi, Fadayomi Bayonle, Joshua Nyagblordjro","doi":"10.18844/cjes.v18i1.8144","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8144","url":null,"abstract":"This study investigates the impact of internet use on tertiary institution students’ academic performance (AP). The objectives of the study are to ascertain the impact of internet usage on the AP of students in tertiary institutions, find out some of the difficulties encountered in the utilization of the internet by students in tertiary institutions, and determine some of the benefits of internet usage to students in tertiary institutions. The sample size for this research consists of 300 students whose data were collected through the administration of questionnaires. The study employed the survey research method and the Chi-square (X2) method to analyse and test the various hypotheses formulated. Findings from the study show that there is a significant relationship between internet usage and the AP of students in tertiary institutions. Even though internet usage makes work faster and easier, there are various difficulties encountered in the utilization of the internet by students in tertiary institutions, and the study recommends some ways that will assist to mitigating these difficulties, as well as ways to improving internet use by tertiary institution students. Keywords: Academic performance, Institution, Learning, Student, Teaching","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44581737","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 : 2023-01-25DOI: 10.18844/cjes.v18i1.8191
Anggi Datiatur Rahmat, H. Kuswanto, I. Wilujeng, Arina Zaida Ilma, H. Putranta
Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The interviews were conducted with six participants selected randomly. The study found that many teachers had less knowledge of AR technology because they had experienced it for the first time. However, they were highly interested in implementing the technology in science learning after exploring its use independently. From the perspective of teachers, AR has the potential to be implemented in science learning. It could facilitate abstract concepts considered difficult for students to visualise and increase their interest and motivation in the learning process. Therefore, teachers need further training to implement AR optimally in science learning. Keywords: Augmented reality, science education, teachers' perspectives, technology, TPACK framework
{"title":"Teachers' perspectives toward using augmented reality technology in science learning","authors":"Anggi Datiatur Rahmat, H. Kuswanto, I. Wilujeng, Arina Zaida Ilma, H. Putranta","doi":"10.18844/cjes.v18i1.8191","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8191","url":null,"abstract":"Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The interviews were conducted with six participants selected randomly. The study found that many teachers had less knowledge of AR technology because they had experienced it for the first time. However, they were highly interested in implementing the technology in science learning after exploring its use independently. From the perspective of teachers, AR has the potential to be implemented in science learning. It could facilitate abstract concepts considered difficult for students to visualise and increase their interest and motivation in the learning process. Therefore, teachers need further training to implement AR optimally in science learning.\u0000Keywords: Augmented reality, science education, teachers' perspectives, technology, TPACK framework","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47201238","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 : 2023-01-25DOI: 10.18844/cjes.v18i1.8211
Rai Bagus Triadi, S. Syihabuddin, Y. Mulyati, V. Damaianti
This study aims to study the effectiveness of peer tutoring programs through peers and families in improving reading comprehension skills. This study used a quasi-experimental method involving a sample of 450 elementary school students consisting of 250 and 200 students each to take part in a tutoring program with family members and friends. In addition, this study also involved 450 tutors, a combination of tutors from family members and peers. Students' reading comprehension skills were assessed through pretest and posttest. The pretest and posttest were conducted to see a comparison of the effectiveness of the two tutoring programs in improving reading comprehension skills. Family demographic data were generated through questionnaires and interviews. The results showed that peer tutoring programs conducted by peers and family members were equally effective in improving reading comprehension skills. This peer tutoring program is able to control reading skills intensively and evaluate reading comprehension skills compared to self-assessment. So, peer tutoring programs in general can improve students' reading comprehension skills. The implication of this research is that the role of the family is very vital in supporting student literacy activities. Families must actively participate in helping their child's cognitive abilities. Keywords: Peer tutoring, reading comprehension ability, peer tutoring, family tutoring
{"title":"Effect of family and peer tutoring programs on reading comprehension skills","authors":"Rai Bagus Triadi, S. Syihabuddin, Y. Mulyati, V. Damaianti","doi":"10.18844/cjes.v18i1.8211","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8211","url":null,"abstract":"This study aims to study the effectiveness of peer tutoring programs through peers and families in improving reading comprehension skills. This study used a quasi-experimental method involving a sample of 450 elementary school students consisting of 250 and 200 students each to take part in a tutoring program with family members and friends. In addition, this study also involved 450 tutors, a combination of tutors from family members and peers. Students' reading comprehension skills were assessed through pretest and posttest. The pretest and posttest were conducted to see a comparison of the effectiveness of the two tutoring programs in improving reading comprehension skills. Family demographic data were generated through questionnaires and interviews. The results showed that peer tutoring programs conducted by peers and family members were equally effective in improving reading comprehension skills. This peer tutoring program is able to control reading skills intensively and evaluate reading comprehension skills compared to self-assessment. So, peer tutoring programs in general can improve students' reading comprehension skills. The implication of this research is that the role of the family is very vital in supporting student literacy activities. Families must actively participate in helping their child's cognitive abilities.\u0000Keywords: Peer tutoring, reading comprehension ability, peer tutoring, family tutoring","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433134","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 : 2023-01-23DOI: 10.18844/cjes.v18i1.8600
L. Kozel, Marina Cotic, Daniel Doz
School reforms aim to achieve lasting knowledge for pupils. Some researchers have shown that lasting knowledge can be achieved through a cognitive-constructivist model of instruction, as pupils discover concepts themselves and are active in the classroom. In this paper, we aimed at investigating whether pupils who are exposed to a cognitive-constructivist model of instruction are more successful in solving mathematical tasks than those who are not exposed to a cognitive-constructivist model of instruction. For this purpose, we have designed an experiment involving 252 pupils of the 3rd grade of primary school: of these, 100 were included in the experimental group receiving constructivist mathematics instruction, while the remaining 152 pupils constituted the control group. The study showed that the experimental group performed better in solving mathematical problems which involve all three taxonomic levels according to Gagné. Keywords: cognitive-constructivist model, acquisition, mathematics, Gagné taxonomy, experimental group.
{"title":"Cognitive-constructivist model and the acquisition of mathematics knowledge according to Gagné’s taxonomy","authors":"L. Kozel, Marina Cotic, Daniel Doz","doi":"10.18844/cjes.v18i1.8600","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.8600","url":null,"abstract":"School reforms aim to achieve lasting knowledge for pupils. Some researchers have shown that lasting knowledge can be achieved through a cognitive-constructivist model of instruction, as pupils discover concepts themselves and are active in the classroom. In this paper, we aimed at investigating whether pupils who are exposed to a cognitive-constructivist model of instruction are more successful in solving mathematical tasks than those who are not exposed to a cognitive-constructivist model of instruction. For this purpose, we have designed an experiment involving 252 pupils of the 3rd grade of primary school: of these, 100 were included in the experimental group receiving constructivist mathematics instruction, while the remaining 152 pupils constituted the control group. The study showed that the experimental group performed better in solving mathematical problems which involve all three taxonomic levels according to Gagné.\u0000 \u0000Keywords: cognitive-constructivist model, acquisition, mathematics, Gagné taxonomy, experimental group.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43204826","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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