Pub Date : 2022-12-31DOI: 10.18844/cjes.v17i12.8133
Azlina A. Rahman, S. Sahid, Nurfaradilla Mohamad Nasri
Rapid changes in the education system in the 21st century require active learning among students to maintain the system’s relevance to the most recent trends and developments. Generally, the fact that active learning is not a new learning style has attracted scholars to conduct numerous relevant studies. Unfortunately, most past researches were not from the perspectives of the benefits and challenges. Hence, the present study reviewed a considerable number of past studies on active learning benefits and challenges. The objective of this study is to identify the benefits and challenges of active learning on student achievement. The Systematic Literature Review (SLR), which comprises a review protocol that includes the subject to be examined and the best approach for carrying out this research, was applied as a research methodology. The SLR technique comprises three phases: searching, screening, and analyzing. According to this investigation, there are six cognitive-related benefits, and the dominant benefit is increased academic performance. Hence, there are six challenges in student factors, however, time restriction is the highest challenge faced by students. Finally, several recommendations were presented at the end of this research for the reference of future scholars. Keywords- Active learning; benefits; challenges; time restrictions; academic performance
{"title":"Literature review on the benefits and challenges of active learning on students’ achievement","authors":"Azlina A. Rahman, S. Sahid, Nurfaradilla Mohamad Nasri","doi":"10.18844/cjes.v17i12.8133","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8133","url":null,"abstract":"Rapid changes in the education system in the 21st century require active learning among students to maintain the system’s relevance to the most recent trends and developments. Generally, the fact that active learning is not a new learning style has attracted scholars to conduct numerous relevant studies. Unfortunately, most past researches were not from the perspectives of the benefits and challenges. Hence, the present study reviewed a considerable number of past studies on active learning benefits and challenges. The objective of this study is to identify the benefits and challenges of active learning on student achievement. The Systematic Literature Review (SLR), which comprises a review protocol that includes the subject to be examined and the best approach for carrying out this research, was applied as a research methodology. The SLR technique comprises three phases: searching, screening, and analyzing. According to this investigation, there are six cognitive-related benefits, and the dominant benefit is increased academic performance. Hence, there are six challenges in student factors, however, time restriction is the highest challenge faced by students. Finally, several recommendations were presented at the end of this research for the reference of future scholars.\u0000Keywords- Active learning; benefits; challenges; time restrictions; academic performance","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":"42972197","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.v17i12.7968
H. Hafiar, Ari Agung Prastowo, A. Kadiyono, Kholidil Amin, Hussein Gibreel Musa
The COVID-19 pandemic has changed education systems and impacted students' mental health negatively. This condition may affect international students in a certain country. International students' problems are made more complicated by differences in culture, language, and the way local governments handle pandemics, especially upon socializing COVID-19 information. This study aims to examine international students’ behavior in Indonesia in regard with COVID-19 information consumption massively spread in both local and international media. It applied PLS-SEM to evaluate measurement and structural models. The results demonstrated that Information seeking and exposure cause the information overload. Information overload leads to anxiety, and anxiety brings about avoidance from COVID-19 information. Furthermore, Information overload does not have a significant direct effect on information avoidance. However, information overload affects information avoidance mediated by information anxiety. Therefore, it is advisable for government media to provide complete and accurate information related to COVID-19, especially that for international students. Keywords: Information anxiety; information avoidance; information exposure; information seeking; information overload.
{"title":"Avoidance as an exit door for international students in dealing with information overload during the pandemic","authors":"H. Hafiar, Ari Agung Prastowo, A. Kadiyono, Kholidil Amin, Hussein Gibreel Musa","doi":"10.18844/cjes.v17i12.7968","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7968","url":null,"abstract":"The COVID-19 pandemic has changed education systems and impacted students' mental health negatively. This condition may affect international students in a certain country. International students' problems are made more complicated by differences in culture, language, and the way local governments handle pandemics, especially upon socializing COVID-19 information. This study aims to examine international students’ behavior in Indonesia in regard with COVID-19 information consumption massively spread in both local and international media. It applied PLS-SEM to evaluate measurement and structural models. The results demonstrated that Information seeking and exposure cause the information overload. Information overload leads to anxiety, and anxiety brings about avoidance from COVID-19 information. Furthermore, Information overload does not have a significant direct effect on information avoidance. However, information overload affects information avoidance mediated by information anxiety. Therefore, it is advisable for government media to provide complete and accurate information related to COVID-19, especially that for international students.\u0000Keywords: Information anxiety; information avoidance; information exposure; information seeking; information overload.","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":"43304852","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.v17i12.8213
Ahmet Yikmis, Nesime Kübra Terzi̇oğlu
The purpose of this study is to determine the effectiveness of the TouchMath technique in teaching problem-solving skills to students with intellectual disability. In addition, the generalization effect of the instruction delivered through this technique to different settings and materials and the maintenance effect of the instruction after 10 and 20 days were investigated. This study adopted multiple probe across participants which is one of the single case research approaches. The dependent variable of the study is the level of students with intellectual disability in solving problems involving the additions, whereas the independent variable is the instruction delivered through the TouchMath technique. The research was conducted with three students aged between 11 and 12 who were diagnosed with intellectual disability. The collected data were analysed through visual analysis. The results revealed that the TouchMath technique was effective in teaching problem solving skills to the participating students. Moreover, it was found that students were able to maintain these skills 10 and 20 days after the end of the instruction as well as they could generalise this skill to other instructional settings and materials. Keywords: Special education, intellectual disability, TouchMath technique, problem-solving skill, math instruction.
{"title":"The effectiveness of TouchMath technique in teaching problem solving skills to students with intellectual disability","authors":"Ahmet Yikmis, Nesime Kübra Terzi̇oğlu","doi":"10.18844/cjes.v17i12.8213","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8213","url":null,"abstract":"The purpose of this study is to determine the effectiveness of the TouchMath technique in teaching problem-solving skills to students with intellectual disability. In addition, the generalization effect of the instruction delivered through this technique to different settings and materials and the maintenance effect of the instruction after 10 and 20 days were investigated. This study adopted multiple probe across participants which is one of the single case research approaches. The dependent variable of the study is the level of students with intellectual disability in solving problems involving the additions, whereas the independent variable is the instruction delivered through the TouchMath technique. The research was conducted with three students aged between 11 and 12 who were diagnosed with intellectual disability. The collected data were analysed through visual analysis. The results revealed that the TouchMath technique was effective in teaching problem solving skills to the participating students. Moreover, it was found that students were able to maintain these skills 10 and 20 days after the end of the instruction as well as they could generalise this skill to other instructional settings and materials.\u0000Keywords: Special education, intellectual disability, TouchMath technique, problem-solving skill, math instruction.","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":"45677436","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.v17i12.8592
Y. Yendrizal, R. Yenes, Y. Kiram, Y. Setiawan
The purpose of this study was to determine the physical fitness of students who focused on leg muscle strength of students who used weight training on different motoric skills in terms of motivation. This study uses a survey research design using a quantitative approach with a comparative descriptive design. Where, the sample in this study amounted to 145 students obtained based on random sampling technique. The instrument used is the ACSPFT test for students and a questionnaire. The data analysis used included descriptive statistics and inferential statistics using ANOVA followed by independent sample t-test and multiple regression. The overall weight training system without considering the level of motoric skills is better to use when compared to the weight training system which is regulated on the student's leg muscle strength. And there is an interaction between weight training and motoric skills on the student's leg muscle strength in terms of motivation. Motoric skills possessed greatly affect the results to be achieved in this case is the leg muscle strength of the students, because with good motoric skills and supported by good motivation, these students can exercise correctly and maximally, compared to students who have low motoric skills and low motivation. Keywords: ACSPFT; Motoric Skills; Motivation; Weight Training;
{"title":"Study of physical fitness of weight training students: Motoric skills and motivation","authors":"Y. Yendrizal, R. Yenes, Y. Kiram, Y. Setiawan","doi":"10.18844/cjes.v17i12.8592","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8592","url":null,"abstract":"The purpose of this study was to determine the physical fitness of students who focused on leg muscle strength of students who used weight training on different motoric skills in terms of motivation. This study uses a survey research design using a quantitative approach with a comparative descriptive design. Where, the sample in this study amounted to 145 students obtained based on random sampling technique. The instrument used is the ACSPFT test for students and a questionnaire. The data analysis used included descriptive statistics and inferential statistics using ANOVA followed by independent sample t-test and multiple regression. The overall weight training system without considering the level of motoric skills is better to use when compared to the weight training system which is regulated on the student's leg muscle strength. And there is an interaction between weight training and motoric skills on the student's leg muscle strength in terms of motivation. Motoric skills possessed greatly affect the results to be achieved in this case is the leg muscle strength of the students, because with good motoric skills and supported by good motivation, these students can exercise correctly and maximally, compared to students who have low motoric skills and low motivation. \u0000Keywords: ACSPFT; Motoric Skills; Motivation; Weight Training;","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":"47887661","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.v17i12.7489
N. Zhanatbekova, A. Abdulayeva, Yerlan S. Andasbayev, Zhomart T. Zhiyembayev, Madina S. Urazova
The authors analyzed the relevance and expediency of using the smartphone-based laboratories in physics. The purpose of the study is to analyze the effectiveness of the smartphone laboratory in the formation of research skills among students. The article deals with the use of mobile applications not to replace the real experiment, but to supplement it. To determine the effectiveness of using mobile applications when performing laboratory work in physics, an experiment was conducted among 9th grade students at a school in Taldykorgan (Kazakhstan). During the experiment, the difference between the performance indicators of students in control and experimental groups was identified and the significance of the difference in these indicators was evaluated using the “χ2-square” criterion. The significance of the obtained results is that they provide an effective alternative approach to the teaching process in educational institutions where the traditional methodology does not bring the desired pedagogical effect.
{"title":"Formation of research skills of students when performing laboratory work in physics: Virtual laboratory vs smartphone-based laboratory","authors":"N. Zhanatbekova, A. Abdulayeva, Yerlan S. Andasbayev, Zhomart T. Zhiyembayev, Madina S. Urazova","doi":"10.18844/cjes.v17i12.7489","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7489","url":null,"abstract":"The authors analyzed the relevance and expediency of using the smartphone-based laboratories in physics. The purpose of the study is to analyze the effectiveness of the smartphone laboratory in the formation of research skills among students. The article deals with the use of mobile applications not to replace the real experiment, but to supplement it. To determine the effectiveness of using mobile applications when performing laboratory work in physics, an experiment was conducted among 9th grade students at a school in Taldykorgan (Kazakhstan). During the experiment, the difference between the performance indicators of students in control and experimental groups was identified and the significance of the difference in these indicators was evaluated using the “χ2-square” criterion. The significance of the obtained results is that they provide an effective alternative approach to the teaching process in educational institutions where the traditional methodology does not bring the desired pedagogical effect.","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":"44162505","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.v17i12.8589
Z. Rony, Fatimah Malini Lubis, M. Yasin, I. Soegiarto
The government designed the program "Freedom of Learning in Independent Campuses" and required universities to overhaul the pattern of higher education because it is the spearhead of the world of work and the nation's future. The research aims to explain the dynamics of higher education leaders, including faculty deans, study program heads, and study program secretaries, in realizing independent learning program activities at the independent campus of Bhayangkara University, Jabodetabek. The research paradigm used is post-positivism, with a case study approach involving 12 informants and 4 key informants. Collecting research data through interviews, observations, and documentation studies about the involvement of university leaders, faculties, and study programs in the implementation of MBKM. Data were analyzed descriptively with manual data analysis procedures. The results of the study indicate that the standard of leadership understanding of the implementation of the Independent Learning Campus has not been standardized properly. In addition, managerial competence and leadership agility have not been optimally categorized as satisfactory. Keywords: Independent Learning Program Independent Campus (MBKM). Managerial Competence, Agility.
{"title":"The role of higher education leaders actualize independent learning program independent campus","authors":"Z. Rony, Fatimah Malini Lubis, M. Yasin, I. Soegiarto","doi":"10.18844/cjes.v17i12.8589","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8589","url":null,"abstract":"The government designed the program \"Freedom of Learning in Independent Campuses\" and required universities to overhaul the pattern of higher education because it is the spearhead of the world of work and the nation's future. The research aims to explain the dynamics of higher education leaders, including faculty deans, study program heads, and study program secretaries, in realizing independent learning program activities at the independent campus of Bhayangkara University, Jabodetabek. The research paradigm used is post-positivism, with a case study approach involving 12 informants and 4 key informants. Collecting research data through interviews, observations, and documentation studies about the involvement of university leaders, faculties, and study programs in the implementation of MBKM. Data were analyzed descriptively with manual data analysis procedures. The results of the study indicate that the standard of leadership understanding of the implementation of the Independent Learning Campus has not been standardized properly. In addition, managerial competence and leadership agility have not been optimally categorized as satisfactory. \u0000Keywords: Independent Learning Program Independent Campus (MBKM). Managerial Competence, Agility. \u0000 \u0000 ","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":"48436167","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 role of the counselling guidance teacher is not only limited to helping students solve the problems they are facing. The study aims to analyse the effectiveness of the SMART-based management model on the competence of counselling guidance teachers. A prospective cross-sectional interventional study with baseline and repeat surveys was conducted to evaluate the effect of the SMART-based model. The training participants were 84 who were selected purposively and divided into 2 groups (intervention and control). Competency data was measured through a questionnaire and analysed by statistical independent t-test using SPSS software. The results showed that the SMART-based training management model was effective in improving the competence of counselling guidance teachers (p-value = 0.001). SMART-based can effectively formulate training objectives so that they are more focused and measurable. The SMART-based model can be used as an alternative training to improve the competence of counselling guidance teachers. Keywords: Competence, counselling guidance, SMART-model, training management, teacher.
{"title":"Training management model to improve the competence of counselling guidance teachers","authors":"Asaro Laia, Benyamin Situmorang, Yasaratodo Wau, Nurhayati Telaumbanua","doi":"10.18844/cjes.v17i12.7959","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7959","url":null,"abstract":"The role of the counselling guidance teacher is not only limited to helping students solve the problems they are facing. The study aims to analyse the effectiveness of the SMART-based management model on the competence of counselling guidance teachers. A prospective cross-sectional interventional study with baseline and repeat surveys was conducted to evaluate the effect of the SMART-based model. The training participants were 84 who were selected purposively and divided into 2 groups (intervention and control). Competency data was measured through a questionnaire and analysed by statistical independent t-test using SPSS software. The results showed that the SMART-based training management model was effective in improving the competence of counselling guidance teachers (p-value = 0.001). SMART-based can effectively formulate training objectives so that they are more focused and measurable. The SMART-based model can be used as an alternative training to improve the competence of counselling guidance teachers.\u0000Keywords: Competence, counselling guidance, SMART-model, training management, 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":"46294436","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.v17i12.7567
Benedecta Indah Nugraheni, S. Sukirno, L. Hendrowibowo, Gregorius Punto Aji
Flipped classroom (FC) is one of the learning approaches that are currently being implemented in various fields of study in higher education because it has several advantages over traditional methods. However, the implementation of FC in accounting courses is still limited. This review aimed to investigate the FC implementation in accounting courses in higher education, particularly the reasons for implementing FC, the strategy and its impacts. The 15 articles reviewed were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram. The results indicated that the application of FC is motivated by problems that occur in accounting courses, the weaknesses of the method used, the desire to increase student learning experiences, and the potential offered by FC to improve accounting learning. The strategies used in implementing FC varied. FC had a positive impact on accounting learning and most students prefer this approach. FC is a recommended approach for accounting as an application-oriented course. Keywords: Accounting courses, flipped classroom, flipped learning, higher education, systematic review;
{"title":"Flipped classroom in accounting courses: A systematic review","authors":"Benedecta Indah Nugraheni, S. Sukirno, L. Hendrowibowo, Gregorius Punto Aji","doi":"10.18844/cjes.v17i12.7567","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7567","url":null,"abstract":"Flipped classroom (FC) is one of the learning approaches that are currently being implemented in various fields of study in higher education because it has several advantages over traditional methods. However, the implementation of FC in accounting courses is still limited. This review aimed to investigate the FC implementation in accounting courses in higher education, particularly the reasons for implementing FC, the strategy and its impacts. The 15 articles reviewed were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram. The results indicated that the application of FC is motivated by problems that occur in accounting courses, the weaknesses of the method used, the desire to increase student learning experiences, and the potential offered by FC to improve accounting learning. The strategies used in implementing FC varied. FC had a positive impact on accounting learning and most students prefer this approach. FC is a recommended approach for accounting as an application-oriented course.\u0000Keywords: Accounting courses, flipped classroom, flipped learning, higher education, 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":"48213646","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.v17i12.7836
Shivaraj Subramaniam, S. Maat, M. S. Mahmud
This research’s objective is to investigates the reliability and validity of the needs analysis instrument for mathematics problem-solving based on the computational thinking module among primary school mathematics teachers. For the needs analysis phase, the researchers applied a quantitative method involving a questionnaire. The instrument calibration method is test of language validity, content validity, empirical validity and reliability. The instrument’s reliability was tested in a pilot study involving 50 primary school mathematics teachers. The pilot study was analyzed using SPSS version 26. The pilot test results show that Cronbach’s alpha value for Construct A: computational thinking skills is 0.786, Construct B: problem-solving skills is 0.772, and the need for the problem-solving module is 0.775. Finally, the researcher expects that this instrument will assist other researchers in the needs analysis phase of developing a mathematical module based on computational thinking in problem-solving. Keywords: Validity, reliability, mathematics, module, computational
{"title":"Validity and reliability of the needs analysis instrument for the mathematics problem-solving module","authors":"Shivaraj Subramaniam, S. Maat, M. S. Mahmud","doi":"10.18844/cjes.v17i12.7836","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7836","url":null,"abstract":"This research’s objective is to investigates the reliability and validity of the needs analysis instrument for mathematics problem-solving based on the computational thinking module among primary school mathematics teachers. For the needs analysis phase, the researchers applied a quantitative method involving a questionnaire. The instrument calibration method is test of language validity, content validity, empirical validity and reliability. The instrument’s reliability was tested in a pilot study involving 50 primary school mathematics teachers. The pilot study was analyzed using SPSS version 26. The pilot test results show that Cronbach’s alpha value for Construct A: computational thinking skills is 0.786, Construct B: problem-solving skills is 0.772, and the need for the problem-solving module is 0.775. Finally, the researcher expects that this instrument will assist other researchers in the needs analysis phase of developing a mathematical module based on computational thinking in problem-solving.\u0000Keywords: Validity, reliability, mathematics, module, computational","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":"44301725","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.v17i12.8026
Sendi Fauzi Giwangsa, B. Maftuh, M. Supriatna, I. Ilfiandra
At present, research on the character of students and their academic and social abilities has attracted the attention of researchers. The Ministry of Education has included character education in every lesson in order to develop students' academic and social abilities. This study aims to examine the role of character education programmes on the teacher's self-assessment ability to improve self-quality, perceptions and attitudes of students in socialising with school personnel and students' cognitive and non-cognitive abilities. This study uses a quasi-experimental method to pilot the character education programme designed by the researcher. Evaluation was conducted through self-assessment of the attitudes and academic abilities of teachers and students. The results show that the character education programme can improve students' social and cognitive abilities and can also increase the teacher's self-assessment ability to develop their professional competencies. The implication is that the programme of character education can be an alternative for schools to develop the social and academic abilities of teachers and students. Keywords: Character education programme, cognitive and non-cognitive abilities, teacher competencies
{"title":"The role of character education programme in developing students’ cognitive and non-cognitive abilities and teachers’ competencies","authors":"Sendi Fauzi Giwangsa, B. Maftuh, M. Supriatna, I. Ilfiandra","doi":"10.18844/cjes.v17i12.8026","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8026","url":null,"abstract":"At present, research on the character of students and their academic and social abilities has attracted the attention of researchers. The Ministry of Education has included character education in every lesson in order to develop students' academic and social abilities. This study aims to examine the role of character education programmes on the teacher's self-assessment ability to improve self-quality, perceptions and attitudes of students in socialising with school personnel and students' cognitive and non-cognitive abilities. This study uses a quasi-experimental method to pilot the character education programme designed by the researcher. Evaluation was conducted through self-assessment of the attitudes and academic abilities of teachers and students. The results show that the character education programme can improve students' social and cognitive abilities and can also increase the teacher's self-assessment ability to develop their professional competencies. The implication is that the programme of character education can be an alternative for schools to develop the social and academic abilities of teachers and students.\u0000Keywords: Character education programme, cognitive and non-cognitive abilities, teacher competencies","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":"49522937","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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