Pub Date : 2023-01-21DOI: 10.18844/cjes.v18i1.7002
Taurayi Willard Chinaka, Zanele Qwabe
Graphs are very important in all areas of science, and they are an essential part of tertiary, high school, and primary school learning, worldwide. A solid understanding of graphical interpretation is essential for understanding today's world and becoming scientifically literate. The aim of this study was to explore grade 12 learners’ graphical interpretation of the rate and extent of reaction topic. A mixed-method methodology was adopted for this study. A purposive sampling technique was used to sample participants from the accessible population in King Cetshwayo District KwaZulu-Natal province in South Africa. One-hundred and forty-six (146) grade 12 Physical Sciences learners formed the sample. A validated two-tier diagnostic questionnaire and semi-structured interviews were used to collect data. Quantitative data were analysed using SPSS version 25 and inductive coding was used to qualitative data. The Johnstone triangle and the Peircean semiotic modes were employed as the theoretical framework. The findings indicated that learners rely on definitions to interpret graphs. Most of the learners failed to interpret the salient features of the graphs. The findings of this study are diagnostic, and they assist module designers and educators in determining challenges learners face when interpreting graphs in chemistry. Implications for instructional approaches particular to the rate of reaction graphs are discussed. Further studies are needed on instructional practices and their effect on students’ ability to interpret rate and extent of reaction graphs. Keywords: Graphical interpretation; rate and extent of reaction; Johnstone triangle
{"title":"Exploring physical sciences learners’ graphical interpretation of rate and extent of reaction graphs","authors":"Taurayi Willard Chinaka, Zanele Qwabe","doi":"10.18844/cjes.v18i1.7002","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.7002","url":null,"abstract":"Graphs are very important in all areas of science, and they are an essential part of tertiary, high school, and primary school learning, worldwide. A solid understanding of graphical interpretation is essential for understanding today's world and becoming scientifically literate. The aim of this study was to explore grade 12 learners’ graphical interpretation of the rate and extent of reaction topic. A mixed-method methodology was adopted for this study. A purposive sampling technique was used to sample participants from the accessible population in King Cetshwayo District KwaZulu-Natal province in South Africa. One-hundred and forty-six (146) grade 12 Physical Sciences learners formed the sample. A validated two-tier diagnostic questionnaire and semi-structured interviews were used to collect data. Quantitative data were analysed using SPSS version 25 and inductive coding was used to qualitative data. The Johnstone triangle and the Peircean semiotic modes were employed as the theoretical framework. The findings indicated that learners rely on definitions to interpret graphs. Most of the learners failed to interpret the salient features of the graphs. The findings of this study are diagnostic, and they assist module designers and educators in determining challenges learners face when interpreting graphs in chemistry. Implications for instructional approaches particular to the rate of reaction graphs are discussed. Further studies are needed on instructional practices and their effect on students’ ability to interpret rate and extent of reaction graphs.\u0000Keywords: Graphical interpretation; rate and extent of reaction; Johnstone triangle","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47283780","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 : 2023-01-21DOI: 10.18844/cjes.v18i1.7779
K. Kartimi, Onwardono Rit Riyanto, Widodo Winarso
Technological development in education should be balanced with digital competencies to create optimal education. This development has increased during the pandemic, which requires teachers to master digital competence to organize education for students. This study aims to determine the digital competence of science teachers and investigate differences in gender, length of work, and school levels of teaching. This study employed a cross-sectional survey and involved 105 science teachers in West Java Province, Indonesia. Online questionnaires were used to collect the data. This research has revealed that science teachers have different digital competence at the school level. In contrast, they do not have divergent digital competence regarding gender and length of work. Teachers with good digital competence can develop collaborative learning. Keywords: Education, Digital Competence, Science Teacher
{"title":"Digital competence of science teachers in terms of gender, length of work, and school levels of teaching","authors":"K. Kartimi, Onwardono Rit Riyanto, Widodo Winarso","doi":"10.18844/cjes.v18i1.7779","DOIUrl":"https://doi.org/10.18844/cjes.v18i1.7779","url":null,"abstract":"Technological development in education should be balanced with digital competencies to create optimal education. This development has increased during the pandemic, which requires teachers to master digital competence to organize education for students. This study aims to determine the digital competence of science teachers and investigate differences in gender, length of work, and school levels of teaching. This study employed a cross-sectional survey and involved 105 science teachers in West Java Province, Indonesia. Online questionnaires were used to collect the data. This research has revealed that science teachers have different digital competence at the school level. In contrast, they do not have divergent digital competence regarding gender and length of work. Teachers with good digital competence can develop collaborative learning.\u0000Keywords: Education, Digital Competence, Science Teacher","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48208050","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.7758
ٌReem Alali
This article intends to identify the impact of a suggested program for improving practices and fostering positive beliefs about differentiated instruction (DI) for practitioner teachers. To achieve the goal of the study, the author used a true experimental design, namely, the Post-test-only Control Group Design. The researcher selected a random sample of 50 female-students from a public university. To gauge the performance of the study groups, the researcher used a DI Observation Card and a Scale of Beliefs about DI. The results of the study showed the following. Firstly, a statistically significant difference exists between the mean score of the experimental group’s female-students and that of their counterparts in the control group, which is in favour of the experimental group in the suggested program for developing practitioner teachers’ practices of DI. Secondly, a significant difference exists between the mean score of the experimental group and that of their counterparts in the control group in the suggested program for fostering practitioner teachers’ positive beliefs about DI. Thirdly, a significant correlation exists between practitioner teachers’ practices of and beliefs about DI. Keywords: effectiveness, practices, practitioner teacher, differentiated instruction, practitioner teacher
{"title":"Effectiveness of a proposed program in developing practices on differentiated instruction for teachers","authors":"ٌReem Alali","doi":"10.18844/cjes.v17i12.7758","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7758","url":null,"abstract":"This article intends to identify the impact of a suggested program for improving practices and fostering positive beliefs about differentiated instruction (DI) for practitioner teachers. To achieve the goal of the study, the author used a true experimental design, namely, the Post-test-only Control Group Design. The researcher selected a random sample of 50 female-students from a public university. To gauge the performance of the study groups, the researcher used a DI Observation Card and a Scale of Beliefs about DI. The results of the study showed the following. Firstly, a statistically significant difference exists between the mean score of the experimental group’s female-students and that of their counterparts in the control group, which is in favour of the experimental group in the suggested program for developing practitioner teachers’ practices of DI. Secondly, a significant difference exists between the mean score of the experimental group and that of their counterparts in the control group in the suggested program for fostering practitioner teachers’ positive beliefs about DI. Thirdly, a significant correlation exists between practitioner teachers’ practices of and beliefs about DI.\u0000Keywords: effectiveness, practices, practitioner teacher, differentiated instruction, practitioner teacher","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41386395","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.8593
Tawil Muh Tampa, Alimuddin Tampa, Muhammad Amin Said, Kemala Suryansari
Technological pedagogical content knowledge (TPACK) is urgently needed by science teachers in schools in the 21st century. This study aims to describe the effectiveness of teachers in applying the TPACK model. Regarding effectiveness, there is a statistically significant increase in alpha 0.05, which is the average score of teacher skills for classes A and B; the average normalised gain (n-gain) score for minimum teacher skills is in the medium category; there is no statistically significant difference in the alpha 0.05 average score of n-gain skills of teachers of classes A and B; the minimum effect size is in the medium category. The research sample consisted of 70 junior high school natural science teachers, each class with 35 teachers. The collected data were analysed using paired sample t-test, n-gain calculation and effect size. The results showed that the increase in teacher skill scores was significant; the average n-gain score of teachers’ skills was in the medium category; the average score of the average n-gain of teachers’ skills was not different between classes A and B; and the effect size is in the moderate effect category. The conclusion of this study is that teacher professional education programme activities are effective in implementing the TPACK model. The TPACK model can improve the skills of teachers’ higher-order thinking skills in teaching science in schools. Keywords: Science, teacher, technological, pedagogical, content knowledge
{"title":"Exploration the skills of teachers: Implementation technological pedagogical content knowledge","authors":"Tawil Muh Tampa, Alimuddin Tampa, Muhammad Amin Said, Kemala Suryansari","doi":"10.18844/cjes.v17i12.8593","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8593","url":null,"abstract":"Technological pedagogical content knowledge (TPACK) is urgently needed by science teachers in schools in the 21st century. This study aims to describe the effectiveness of teachers in applying the TPACK model. Regarding effectiveness, there is a statistically significant increase in alpha 0.05, which is the average score of teacher skills for classes A and B; the average normalised gain (n-gain) score for minimum teacher skills is in the medium category; there is no statistically significant difference in the alpha 0.05 average score of n-gain skills of teachers of classes A and B; the minimum effect size is in the medium category. The research sample consisted of 70 junior high school natural science teachers, each class with 35 teachers. The collected data were analysed using paired sample t-test, n-gain calculation and effect size. The results showed that the increase in teacher skill scores was significant; the average n-gain score of teachers’ skills was in the medium category; the average score of the average n-gain of teachers’ skills was not different between classes A and B; and the effect size is in the moderate effect category. The conclusion of this study is that teacher professional education programme activities are effective in implementing the TPACK model. The TPACK model can improve the skills of teachers’ higher-order thinking skills in teaching science in schools. \u0000Keywords: Science, teacher, technological, pedagogical, content knowledge","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426327","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.7230
Mustafa Delioğlan, Osman Titrek
The main purpose of this research is to examine the relationship between school principals' leadership styles and organisational happiness. İn this study, the relational survey model, one of the quantitative research methods, was used. The teachers participating in the research were selected by a cluster sampling method. In order to collect the data of the research, the ‘Personal Information Form’ was used to determine the demographic characteristics of the teachers; the ‘Leadership Styles Scale’, developed by Akçekoce and Bilgin, was used to determine the leadership style exhibited by school principals; and the ‘Organisational Happiness Scale’, adapted into Turkish by Arslan and Polat, was used to determine the organisational happiness levels of teachers. The obtained data were processed in a statistical programme to be analysed. As a result of the analyses, while the teachers have the perception that school principals exhibit the ethical leadership style the most, they think that school principals exhibit cultural leadership style the least. It is seen that teachers' organisational happiness perceptions are also at a high level. It is seen that there is a positive and strong relationship between the leadership styles of school principals and their perceptions of organisational happiness. In addition, in the study, it was concluded that the leadership styles of school principals were a significant predictor of organisational happiness and explained 41.3% of organisational happiness. Keywords: Educational organisations, leadership, leadership styles of school principals, happiness, organisational happiness.
{"title":"Examination of the relationship between school principals' leadership styles and organisational happiness","authors":"Mustafa Delioğlan, Osman Titrek","doi":"10.18844/cjes.v17i12.7230","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7230","url":null,"abstract":"The main purpose of this research is to examine the relationship between school principals' leadership styles and organisational happiness. İn this study, the relational survey model, one of the quantitative research methods, was used. The teachers participating in the research were selected by a cluster sampling method. In order to collect the data of the research, the ‘Personal Information Form’ was used to determine the demographic characteristics of the teachers; the ‘Leadership Styles Scale’, developed by Akçekoce and Bilgin, was used to determine the leadership style exhibited by school principals; and the ‘Organisational Happiness Scale’, adapted into Turkish by Arslan and Polat, was used to determine the organisational happiness levels of teachers. The obtained data were processed in a statistical programme to be analysed. As a result of the analyses, while the teachers have the perception that school principals exhibit the ethical leadership style the most, they think that school principals exhibit cultural leadership style the least. It is seen that teachers' organisational happiness perceptions are also at a high level. It is seen that there is a positive and strong relationship between the leadership styles of school principals and their perceptions of organisational happiness. In addition, in the study, it was concluded that the leadership styles of school principals were a significant predictor of organisational happiness and explained 41.3% of organisational happiness.\u0000Keywords: Educational organisations, leadership, leadership styles of school principals, happiness, organisational happiness.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49607824","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.7605
Wan Mohd Nadzrol Wan Mohd Nasir, L. Halim, N. M. Arsad
There is an abundance of studies investigating the effects of teaching strategies on promoting students' creative thinking skills. However, most of the teaching strategies only focus on divergent thinking as a sub-skill to promote creative thinking among secondary school students. Besides, no systematic review has been carried out to propose a teaching strategy and approach that focus on three creative thinking sub-skills namely associative thinking, visual thinking and divergent thinking. Hence, to achieve this research objective, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used. This research systematically review forty articles obtained from seven electronic databases: Web of Science, Scopus, EBSCOhost, ProQuest, Taylor & Francis, Google Scholar, and Google. These articles were traced from 2010 until 2022. This research found that the majority of these articles highlighted digital storytelling as a project-based learning teaching strategy that can be used to promotes these three creative thinking sub-skills. In addition, the review also found that the science scenario task-orientation was the predominant approach taken to incorporate students' creative thinking skills in the science classes. Overall, the contribution of this research has identifies project-based digital storytelling with science scenario approach as a comprehensive teaching strategy that can promote students' creative thinking skills in secondary science classes. Keywords: Creative thinking, sub-skills, teaching approach, teaching strategy, systematic review
关于教学策略对促进学生创造性思维能力的影响，已有大量的研究。然而，大多数教学策略只关注发散思维作为促进中学生创造性思维的子技能。此外，没有系统的回顾提出一个教学策略和方法，侧重于三个创造性思维的子技能，即联想思维，视觉思维和发散思维。因此，为了实现这一研究目标，我们使用了系统评价和荟萃分析的首选报告项目(PRISMA)。本研究系统回顾了来自Web of Science、Scopus、EBSCOhost、ProQuest、Taylor & Francis、谷歌Scholar和谷歌等7个电子数据库的40篇论文。这些文章追溯自2010年至2022年。这项研究发现，这些文章中的大多数都强调数字讲故事是一种基于项目的学习教学策略，可以用来促进这三种创造性思维的子技能。此外，本研究亦发现，科学情境任务导向是将学生的创造性思维技能融入科学课堂的主要方法。总体而言，本研究的贡献确定了基于项目的数字故事叙述与科学情景方法是一种综合教学策略，可以在中学科学课上促进学生的创造性思维技能。关键词:创造性思维、子技能、教学方法、教学策略、系统评价
{"title":"Strategies in promoting creative thinking skills in science classroom: A systematic review","authors":"Wan Mohd Nadzrol Wan Mohd Nasir, L. Halim, N. M. Arsad","doi":"10.18844/cjes.v17i12.7605","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7605","url":null,"abstract":"There is an abundance of studies investigating the effects of teaching strategies on promoting students' creative thinking skills. However, most of the teaching strategies only focus on divergent thinking as a sub-skill to promote creative thinking among secondary school students. Besides, no systematic review has been carried out to propose a teaching strategy and approach that focus on three creative thinking sub-skills namely associative thinking, visual thinking and divergent thinking. Hence, to achieve this research objective, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used. This research systematically review forty articles obtained from seven electronic databases: Web of Science, Scopus, EBSCOhost, ProQuest, Taylor & Francis, Google Scholar, and Google. These articles were traced from 2010 until 2022. This research found that the majority of these articles highlighted digital storytelling as a project-based learning teaching strategy that can be used to promotes these three creative thinking sub-skills. In addition, the review also found that the science scenario task-orientation was the predominant approach taken to incorporate students' creative thinking skills in the science classes. Overall, the contribution of this research has identifies project-based digital storytelling with science scenario approach as a comprehensive teaching strategy that can promote students' creative thinking skills in secondary science classes.\u0000Keywords: Creative thinking, sub-skills, teaching approach, teaching strategy, systematic review","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42302432","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.6946
Akhmad Aras, H. Haeruddin, Herlan Perdana Putra
Academic supervision is is the part of activity to improve the professionality of teacher in elevating the education quality. One of the important thing to ensure the quality of school education is to provide the supervision of teacher through the couching activity in target shcool. Academic supervision is an important part to improve the quality of education. Therefore, this study aims to investigate the effect of different gender of supervisor in order to implement the academic supervision in senior high school, vocational high school and special needs school in several section of learning, which is planning, learning implementation and learning evaluation. The present study use a survey method to collect the information in implementing the academic supervision management by school supervisors in senior high school, vocational high school and special needs school, based on gender differences of supervisors. We used an instrument to collect the data, then we analyze the data using a descriptive analysis The result shows that female supervisors are better in academic supervision management than male supervisors in carrying out their duties. The present study shows that gender of supervisor may affect the result of academic supervision. Furthermore, we expected that the study will become a consideration in order to improve the educational quality by implementing the academic supervision management.. Keywords: implementation; academic supervision; management; gender differences; quality learning
{"title":"Implementation of academic supervision management based on gender differences to improve the quality of learning in senior high school, vocational high school, and special needs school","authors":"Akhmad Aras, H. Haeruddin, Herlan Perdana Putra","doi":"10.18844/cjes.v17i12.6946","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.6946","url":null,"abstract":"Academic supervision is is the part of activity to improve the professionality of teacher in elevating the education quality. One of the important thing to ensure the quality of school education is to provide the supervision of teacher through the couching activity in target shcool. Academic supervision is an important part to improve the quality of education. Therefore, this study aims to investigate the effect of different gender of supervisor in order to implement the academic supervision in senior high school, vocational high school and special needs school in several section of learning, which is planning, learning implementation and learning evaluation. The present study use a survey method to collect the information in implementing the academic supervision management by school supervisors in senior high school, vocational high school and special needs school, based on gender differences of supervisors. We used an instrument to collect the data, then we analyze the data using a descriptive analysis The result shows that female supervisors are better in academic supervision management than male supervisors in carrying out their duties. The present study shows that gender of supervisor may affect the result of academic supervision. Furthermore, we expected that the study will become a consideration in order to improve the educational quality by implementing the academic supervision management..\u0000Keywords: implementation; academic supervision; management; gender differences; quality learning","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45685668","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.7501
Eko Purnomo, Aryadie Adnan, Jeki Purnama, B. Prahani, Firunika Intan Cahyani, F. Haris
This study aims to see the effect of teaching methods with personal meaning and traditional learning methods to increase students' interest in learning physical education at school. The experimental group had 63 participants (aged 15-17 years), while the control group had 63 samples (mean age 15-18 years). The results of research conducted using personal and conventional meaning as physical education learning methods are both ineffective in increasing students' interest in learning; in addition, the two methods have no significant (significant) difference in effectiveness between the use of personal meaning and conventional methods. This can also be seen with the calculation of the Independent Samples Test 0.739 > 0.05. If you look at the analysis results, the average NGain score for the experimental class (personal meaning) is 9.8903 or 9.8%, which is included in the less effective category. Meanwhile, the average N-Gain score for the control class (conventional) is 10.1448, or 10% is included in the less effective category. Then the researcher suggested conducting a further study with a more extended period to find out the effect of the personal meaning method in increasing students' interest in learning physical education.
{"title":"Personal Meaning Approach: Alternative for Increasing Students' Interest in Learning","authors":"Eko Purnomo, Aryadie Adnan, Jeki Purnama, B. Prahani, Firunika Intan Cahyani, F. Haris","doi":"10.18844/cjes.v17i12.7501","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7501","url":null,"abstract":"This study aims to see the effect of teaching methods with personal meaning and traditional learning methods to increase students' interest in learning physical education at school. The experimental group had 63 participants (aged 15-17 years), while the control group had 63 samples (mean age 15-18 years). The results of research conducted using personal and conventional meaning as physical education learning methods are both ineffective in increasing students' interest in learning; in addition, the two methods have no significant (significant) difference in effectiveness between the use of personal meaning and conventional methods. This can also be seen with the calculation of the Independent Samples Test 0.739 > 0.05. If you look at the analysis results, the average NGain score for the experimental class (personal meaning) is 9.8903 or 9.8%, which is included in the less effective category. Meanwhile, the average N-Gain score for the control class (conventional) is 10.1448, or 10% is included in the less effective category. Then the researcher suggested conducting a further study with a more extended period to find out the effect of the personal meaning method in increasing students' interest in learning physical education.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46692235","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.7913
G. Ms, Parwati Ni Nyoman, I. Warpala, I. G. W. Sudatha, Putu Sudarmika, I. K. Suartama
The purpose of this study was to describe the effects of a project-based e-learning (PjB-eL) model on cognitive and psychomotor learning achievement in sports massage courses. This quasi-experimental study used a post-test-only non-equivalent control group design. The research sample consisted of 2 classes of 40 people each, selected by a simple random sampling technique, with one class each as the experimental and control groups. Data on cognitive learning outcomes were collected using tests, and psychomotor learning outcomes using project observation sheets. The test used has met all the valid and reliable criteria. Data analysis was performed using descriptive statistics and multivariate analysis of variance test. The results showed that the average cognitive and psychomotor learning outcomes in the experimental group were significantly higher than those in the control group. The PjB-eL model can be recommended as an effective learning model to improve learning outcomes. Keywords: Project-based, e-learning, cognitive, psychomotor, learning achievement.
{"title":"The impact of project based E-learning on cognitive and psychomotor learning achievement in sports massage course","authors":"G. Ms, Parwati Ni Nyoman, I. Warpala, I. G. W. Sudatha, Putu Sudarmika, I. K. Suartama","doi":"10.18844/cjes.v17i12.7913","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7913","url":null,"abstract":"The purpose of this study was to describe the effects of a project-based e-learning (PjB-eL) model on cognitive and psychomotor learning achievement in sports massage courses. This quasi-experimental study used a post-test-only non-equivalent control group design. The research sample consisted of 2 classes of 40 people each, selected by a simple random sampling technique, with one class each as the experimental and control groups. Data on cognitive learning outcomes were collected using tests, and psychomotor learning outcomes using project observation sheets. The test used has met all the valid and reliable criteria. Data analysis was performed using descriptive statistics and multivariate analysis of variance test. The results showed that the average cognitive and psychomotor learning outcomes in the experimental group were significantly higher than those in the control group. The PjB-eL model can be recommended as an effective learning model to improve learning outcomes.\u0000Keywords: Project-based, e-learning, cognitive, psychomotor, learning achievement.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46437449","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 : 2022-12-31DOI: 10.18844/cjes.v17i12.8052
Sahar Mohammed Alshawaf
The current study aimed to identify the status of the academic and electronic research services provided to graduate students in light of the digital transformation from their perspectives. To accomplish the aims of the study, the researcher used the descriptive analytical method by administering a questionnaire to 303 male and female graduate students who were randomly selected using the smile random sampling method. The results of the study revealed that the electronic academic services provided to graduate students were medium, while the electronic research services provided to graduate students were poor. The results also showed that there are many obstacles that prevent the provision of electronic academic and research services to graduate students in light of the digital transformation from their perspectives. Keywords: electronic services, academic services, research services, KKU
{"title":"The electronic research and academic services provided to graduate students in light of the digital transformation","authors":"Sahar Mohammed Alshawaf","doi":"10.18844/cjes.v17i12.8052","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8052","url":null,"abstract":"The current study aimed to identify the status of the academic and electronic research services provided to graduate students in light of the digital transformation from their perspectives. To accomplish the aims of the study, the researcher used the descriptive analytical method by administering a questionnaire to 303 male and female graduate students who were randomly selected using the smile random sampling method. The results of the study revealed that the electronic academic services provided to graduate students were medium, while the electronic research services provided to graduate students were poor. The results also showed that there are many obstacles that prevent the provision of electronic academic and research services to graduate students in light of the digital transformation from their perspectives.\u0000Keywords: electronic services, academic services, research services, KKU","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46627482","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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