Pub Date : 2022-12-31DOI: 10.18844/cjes.v17i12.8615
Fezile Ozdamli, Narmin Mohammed Noori
Human lives globally have been affected by the COVID-19 pandemic. The quantitative research method was followed to assess e-learning system success from students' perspectives during the pandemic. ISS and USAT model was adopted to measure it, and a survey was used to collect 632 voluntary students. The regression analysis method presented variations between the quality of factors that anticipate user-perceived satisfaction, system use, and individual performance. While the quality factors suggested the impact of the dependent variable was (collaboration, information, service, System, IATE, DIA, LCAx, and LPIWO). In students' opinion, the study found quality factors significantly positively influence the adopted model, except for the QSer and IATE. The study outcome is expected to help academic staff and learners with further research. Keywords: E-learning, distance education, students' opinion, DeL& McL model, USAT model
{"title":"Evaluating E-learning system success in higher education during the Covid-19","authors":"Fezile Ozdamli, Narmin Mohammed Noori","doi":"10.18844/cjes.v17i12.8615","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8615","url":null,"abstract":"Human lives globally have been affected by the COVID-19 pandemic. The quantitative research method was followed to assess e-learning system success from students' perspectives during the pandemic. ISS and USAT model was adopted to measure it, and a survey was used to collect 632 voluntary students. The regression analysis method presented variations between the quality of factors that anticipate user-perceived satisfaction, system use, and individual performance. While the quality factors suggested the impact of the dependent variable was (collaboration, information, service, System, IATE, DIA, LCAx, and LPIWO). In students' opinion, the study found quality factors significantly positively influence the adopted model, except for the QSer and IATE. The study outcome is expected to help academic staff and learners with further research.\u0000Keywords: E-learning, distance education, students' opinion, DeL& McL model, USAT model","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":"45615921","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.v17i12.7293
Karolis Anaktototy, Cindy Latumeten
This research set out to explore how EFL students view oral feedback. Information gathering via questionnaire; descriptive analysis of results. A total of 130 pupils from Ambon's State High School, Grade 10 were included in the analysis. The study found that pupils benefited from teachers' verbal comments on their progress in class. According to the questionnaire data, 90% of students recognized the value of constructive oral criticism as an integral part of the educational process. Students would have a more nuanced understanding of their learning strengths and areas for improvement if they received oral comments. It also revealed that pupils favour doing so in class rather than during break time. It is intended that educators will give proper weight to students' spoken responses to feedback. Keywords: EFL classroom, students’ perception, oral feedback
{"title":"Exploring students’ perception towards teachers’ oral feedback in EFL classroom","authors":"Karolis Anaktototy, Cindy Latumeten","doi":"10.18844/cjes.v17i12.7293","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7293","url":null,"abstract":"This research set out to explore how EFL students view oral feedback. Information gathering via questionnaire; descriptive analysis of results. A total of 130 pupils from Ambon's State High School, Grade 10 were included in the analysis. The study found that pupils benefited from teachers' verbal comments on their progress in class. According to the questionnaire data, 90% of students recognized the value of constructive oral criticism as an integral part of the educational process. Students would have a more nuanced understanding of their learning strengths and areas for improvement if they received oral comments. It also revealed that pupils favour doing so in class rather than during break time. It is intended that educators will give proper weight to students' spoken responses to feedback.\u0000Keywords: EFL classroom, students’ perception, oral feedback","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":"43049979","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.v17i12.7172
A. Rahadini, Endang Nurhayati, S. Suwarna
Gradation of teaching materials will show the material leveling according to the developmental stages and student needs. This study aims to develop the gradation of Javanese reading for the lower elementary grades. This development research (R&D) used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The research samples were teachers and students in grades 1 to 3 in 14 randomly selected schools. The data collection methods used document analysis, interviews, and tests. The study result was in the form of a product of Javanese reading teaching material. Using the t-test, the field trial results revealed a significant difference between grades using gradation books and non-gradation books, grade 1 had significance value of 0.017, grade 2 had 0.000, and grade 3 had 0.000. Suggestion for further research is the development of gradations of Javanese reading teaching materials for upper elementary grades. Keywords: Gradation, javanese language, lower grades, elementary school, ADDIE model;
{"title":"Gradation of Javanese reading teaching materials for lower elementary grades","authors":"A. Rahadini, Endang Nurhayati, S. Suwarna","doi":"10.18844/cjes.v17i12.7172","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7172","url":null,"abstract":"Gradation of teaching materials will show the material leveling according to the developmental stages and student needs. This study aims to develop the gradation of Javanese reading for the lower elementary grades. This development research (R&D) used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The research samples were teachers and students in grades 1 to 3 in 14 randomly selected schools. The data collection methods used document analysis, interviews, and tests. The study result was in the form of a product of Javanese reading teaching material. Using the t-test, the field trial results revealed a significant difference between grades using gradation books and non-gradation books, grade 1 had significance value of 0.017, grade 2 had 0.000, and grade 3 had 0.000. Suggestion for further research is the development of gradations of Javanese reading teaching materials for upper elementary grades.\u0000Keywords: Gradation, javanese language, lower grades, elementary school, ADDIE model;","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":"49079188","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.v17i12.7921
R. Altarawneh
This study aimed to identify the level of psychological and social adaptation of students with varying levels of visual disabilities at Mu’tah University and the effect of gender on it. To achieve these aims, the researcher prepared and used a psychological and social adaptation scale to collect data from twelve students with visual impairment or blindness (both male and female). The results showed that the levels of psychological and social adaptation were moderate. Further, there were no statistically significant differences between students with visual impairment in psychological and social adaptation levels due to gender, only in psychological adaption favoring males. One of the most important recommendations of this study was to provide psychological support and counseling services to students with visual impairment or blindness at the university’s student counseling office. Keywords: Psychological adaptation, social adaptation, visual impairment, blindness, Mu'tah University; Jordan.
{"title":"Psychological and social adaptation of students with visual impairment and blindness at Mu’tah University","authors":"R. Altarawneh","doi":"10.18844/cjes.v17i12.7921","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7921","url":null,"abstract":"This study aimed to identify the level of psychological and social adaptation of students with varying levels of visual disabilities at Mu’tah University and the effect of gender on it. To achieve these aims, the researcher prepared and used a psychological and social adaptation scale to collect data from twelve students with visual impairment or blindness (both male and female). The results showed that the levels of psychological and social adaptation were moderate. Further, there were no statistically significant differences between students with visual impairment in psychological and social adaptation levels due to gender, only in psychological adaption favoring males. One of the most important recommendations of this study was to provide psychological support and counseling services to students with visual impairment or blindness at the university’s student counseling office.\u0000Keywords: Psychological adaptation, social adaptation, visual impairment, blindness, Mu'tah University; Jordan.","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":"44989709","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.v17i12.8227
A. Prayogi, Y. Mulyati, A. Sastromiharjo, V. Damaianti
This study aims to study the effectiveness of the integration of teaching reading and writing based on critical thinking skills (ITRWCT) in improving the ability to write argumentative essays. The method used is a quasi-experimental method by dividing participants into experimental and control groups. This study involved 260 high school-level students divided into experimental and control groups of 130 students each. The research findings show first that ITRWCT can improve argumentation writing skills. The improvement is seen in the depth, logical organisation and criticality, cohesion, coherence, and use of language used in writing argumentative essays. Second, ITRWCT is able to significantly improve students' critical thinking skills. The improvement of students' critical thinking skills can be seen in the ability to analyse and evaluate the logic used in argumentative essays. And third, students' attitudes towards the design of this instruction generally provide a positive response, they like and are interested in the activities in the learning process. So, this ITRWCT learning instruction is able to improve the ability to write argumentative essays, students' critical thinking skills and student attitudes. Recommendations for further research include a wider sample, involving gender variables, requiring longer interventions to obtain a more optimal intervention effect and needing to be strengthened by qualitative analysis. Keywords: Critical thinking-based instruction, integration of reading and writing teaching, writing ability, argumentative essay.
{"title":"Effectiveness of integration of teaching reading and writing skills based on critical thinking skills in improving argumentation essay writing ability","authors":"A. Prayogi, Y. Mulyati, A. Sastromiharjo, V. Damaianti","doi":"10.18844/cjes.v17i12.8227","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8227","url":null,"abstract":"This study aims to study the effectiveness of the integration of teaching reading and writing based on critical thinking skills (ITRWCT) in improving the ability to write argumentative essays. The method used is a quasi-experimental method by dividing participants into experimental and control groups. This study involved 260 high school-level students divided into experimental and control groups of 130 students each. The research findings show first that ITRWCT can improve argumentation writing skills. The improvement is seen in the depth, logical organisation and criticality, cohesion, coherence, and use of language used in writing argumentative essays. Second, ITRWCT is able to significantly improve students' critical thinking skills. The improvement of students' critical thinking skills can be seen in the ability to analyse and evaluate the logic used in argumentative essays. And third, students' attitudes towards the design of this instruction generally provide a positive response, they like and are interested in the activities in the learning process. So, this ITRWCT learning instruction is able to improve the ability to write argumentative essays, students' critical thinking skills and student attitudes. Recommendations for further research include a wider sample, involving gender variables, requiring longer interventions to obtain a more optimal intervention effect and needing to be strengthened by qualitative analysis.\u0000Keywords: Critical thinking-based instruction, integration of reading and writing teaching, writing ability, argumentative essay.","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":"48756368","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.v17i12.8190
Andi Ichsan Mahardika, M. Arifuddin, Novan Alkaf Bahraini Saputra, Muthya Hayati
This study aims to produce an electronic module (e-module) of static fluid material in a wetland environment that is effectively used to train students' science literacy. This research is a type of development using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The trial project was ten students of class XI senior high school. Data are obtained through learners' science literacy test instruments. The data are analyzed in descriptive qualitative and quantitative. The results of data analysis show that e-modules are effective because of the high n-gain of science literacy. It was concluded that the e-module developed was effectively used to train students' science literacy on static fluid materials in wetland environments. The novelty of this research lies in the material associated with the wetland environment to introduce science literacy. The implications of this study serve as a reference for teachers and students in improving science literacy skills. Keywords: Electronic modules, physics learning, science literacy, static fluids, wetland environment;
{"title":"The effectiveness of wetland environment static fluid e-module to train learners' science literacy","authors":"Andi Ichsan Mahardika, M. Arifuddin, Novan Alkaf Bahraini Saputra, Muthya Hayati","doi":"10.18844/cjes.v17i12.8190","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8190","url":null,"abstract":"This study aims to produce an electronic module (e-module) of static fluid material in a wetland environment that is effectively used to train students' science literacy. This research is a type of development using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The trial project was ten students of class XI senior high school. Data are obtained through learners' science literacy test instruments. The data are analyzed in descriptive qualitative and quantitative. The results of data analysis show that e-modules are effective because of the high n-gain of science literacy. It was concluded that the e-module developed was effectively used to train students' science literacy on static fluid materials in wetland environments. The novelty of this research lies in the material associated with the wetland environment to introduce science literacy. The implications of this study serve as a reference for teachers and students in improving science literacy skills. \u0000Keywords: Electronic modules, physics learning, science literacy, static fluids, wetland environment;","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":"43032960","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.v17i12.7393
N. Hayati, A. Kadarohman, W. Sopandi, M. Martoprawiro, Babang Robandi
Review research that analyses topic based on empirical data reported in other studies is still rare. This study aims to determine the empirical evidence regarding the differences in educational characteristics in traditional, modern and globalised societies. This research uses qualitative approach through library research and review. The study results show that educational characteristics in traditional societies are still influenced by culture and kinship principles and have limited information and communication technology (ICT). On the other hand, educational characteristics in modern society are already using ICT, adjusting student needs and improving the quality of teachers and facilities. In addition, the characteristics of education in society in the globalisation era have no space and time boundaries, and most educational activities use ICT. Therefore, this research is expected to be source of information and reflection about the distribution of the quality of education, which has not been evenly distributed until now. Keywords: Characteristics of education, globalised era, modern era, society, traditional era
{"title":"Characteristics of education in different society eras in Indonesia: An empirical study","authors":"N. Hayati, A. Kadarohman, W. Sopandi, M. Martoprawiro, Babang Robandi","doi":"10.18844/cjes.v17i12.7393","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7393","url":null,"abstract":"Review research that analyses topic based on empirical data reported in other studies is still rare. This study aims to determine the empirical evidence regarding the differences in educational characteristics in traditional, modern and globalised societies. This research uses qualitative approach through library research and review. The study results show that educational characteristics in traditional societies are still influenced by culture and kinship principles and have limited information and communication technology (ICT). On the other hand, educational characteristics in modern society are already using ICT, adjusting student needs and improving the quality of teachers and facilities. In addition, the characteristics of education in society in the globalisation era have no space and time boundaries, and most educational activities use ICT. Therefore, this research is expected to be source of information and reflection about the distribution of the quality of education, which has not been evenly distributed until now.\u0000Keywords: Characteristics of education, globalised era, modern era, society, traditional era","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":"46835521","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.v17i12.7947
Akhiruddin Akhiruddin, Arfenti Amir
This study aims to develop sociology teaching materials based on the inside outside circle (IOC) model to espouse students’ multiliteracies. The 4D model was used in research and development (define, design, develop and disseminate). Out of 473 students, a sample of 194 students and 4 teachers purposively selected based on previous experience in teaching sociology. Questionnaires, expert validation sheets, user assessment sheets and interview guidelines were used to obtain the expected data. The results stated that all teachers had used sociology textbooks based on the IOC model to support multiliteracy, but not all teachers utilised government-provided enrichment resources. Furthermore, they expressed interest in the development of sociological teaching materials. The results of experts’ validation show that the sociology teaching materials developed were feasible with very good predicates. It can be concluded that teachers and students in sociology have a prototype that is viable with excellent predicate based on a small number of user trials in the development of sociology teaching materials. The implications for sociology teaching materials development for learners’ digital multiliteracies are discussed in this study. Keywords: Digital, IOC model, multiliteracies, paradigms, printed media, sociology materials
{"title":"Sociology teaching materials development based on the inside out circle model to espouse learners’ multiliteracies","authors":"Akhiruddin Akhiruddin, Arfenti Amir","doi":"10.18844/cjes.v17i12.7947","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7947","url":null,"abstract":"This study aims to develop sociology teaching materials based on the inside outside circle (IOC) model to espouse students’ multiliteracies. The 4D model was used in research and development (define, design, develop and disseminate). Out of 473 students, a sample of 194 students and 4 teachers purposively selected based on previous experience in teaching sociology. Questionnaires, expert validation sheets, user assessment sheets and interview guidelines were used to obtain the expected data. The results stated that all teachers had used sociology textbooks based on the IOC model to support multiliteracy, but not all teachers utilised government-provided enrichment resources. Furthermore, they expressed interest in the development of sociological teaching materials. The results of experts’ validation show that the sociology teaching materials developed were feasible with very good predicates. It can be concluded that teachers and students in sociology have a prototype that is viable with excellent predicate based on a small number of user trials in the development of sociology teaching materials. The implications for sociology teaching materials development for learners’ digital multiliteracies are discussed in this study.\u0000Keywords: Digital, IOC model, multiliteracies, paradigms, printed media, sociology materials","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":"44503191","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.v17i12.8145
Giang Thi Kieu Nguyen, Huong Pham, A. Nguyen, B. Nguyen, Son Cong Trinh
Integrated teaching has been implemented in many educational systems across the world. In order to organize integrated teaching effectively, teachers need to be equipped with integrated teaching knowledge and skills from the time they are studying at a teacher training program. This study aims to evaluate the viewpoints of primary school pre-service teachers on integrated teaching in Mathematics at the primary education level. The research used a quantitative method by surveying 354 students from five universities across the main regions of a developing country in Asia. The results show that participants were aware of the important role of integrated teaching and the necessity of skill training in designing and using activities in Mathematics integrated teaching. However, their current skills in designing and using activities in Mathematics integrated teaching are only at or below the average level. Moreover, they have not often been trained or guided to design integrated teaching situations in primary education Mathematics. It is suggested that primary school pre-service teachers should be trained to be able to comprehend the integrated teaching concepts, processes and implement them in real teaching situations. Keywords: Integrated teaching, primary education, Mathematics, pre-service teachers, pedagogical institutions
{"title":"Perpectives of primary pre-service teachers on integrated teaching","authors":"Giang Thi Kieu Nguyen, Huong Pham, A. Nguyen, B. Nguyen, Son Cong Trinh","doi":"10.18844/cjes.v17i12.8145","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8145","url":null,"abstract":"Integrated teaching has been implemented in many educational systems across the world. In order to organize integrated teaching effectively, teachers need to be equipped with integrated teaching knowledge and skills from the time they are studying at a teacher training program. This study aims to evaluate the viewpoints of primary school pre-service teachers on integrated teaching in Mathematics at the primary education level. The research used a quantitative method by surveying 354 students from five universities across the main regions of a developing country in Asia. The results show that participants were aware of the important role of integrated teaching and the necessity of skill training in designing and using activities in Mathematics integrated teaching. However, their current skills in designing and using activities in Mathematics integrated teaching are only at or below the average level. Moreover, they have not often been trained or guided to design integrated teaching situations in primary education Mathematics. It is suggested that primary school pre-service teachers should be trained to be able to comprehend the integrated teaching concepts, processes and implement them in real teaching situations. \u0000Keywords: Integrated teaching, primary education, Mathematics, pre-service teachers, pedagogical institutions","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":"42638659","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.v17i12.7840
Rismahara Lubis, Rosmala Dewi, Restu Restu
Purpose: Quality higher education will be realized if it has practiced the values of the Tridharma of Higher Education. This study aims to analyze the lecturer's factors related to the achievement of the three pillars of higher education. Methods: This study used a cross-sectional with a population and sample of all permanent lecturers in six Health Higher Education Institutions in Medan City, North Sumatra Province, Indonesia which were selected purposively (N=121). Data were collected using a questionnaire and analyzed using the chi-square statistical test. Results: There is a significant relationship between commitment (p-value 0.013), continuous improvement (p-value 0.032), innovation (p-value 0.037), collaboration (p-value 0.036), and technology (p-value 0.030) with the achievement of the three pillars of higher education. Recomendations: This research provides a foundation for the development of higher education quality through the development of the quality of lecturers by improving lecturer commitment, continuous improvement, innovation, collaboration, and technology. Keywords: achievement; lecturer; higher education; three pillars; quality of lecturer
{"title":"Factors related to the achievements of the three pillars of higher education practice","authors":"Rismahara Lubis, Rosmala Dewi, Restu Restu","doi":"10.18844/cjes.v17i12.7840","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7840","url":null,"abstract":"Purpose: Quality higher education will be realized if it has practiced the values of the Tridharma of Higher Education. This study aims to analyze the lecturer's factors related to the achievement of the three pillars of higher education. Methods: This study used a cross-sectional with a population and sample of all permanent lecturers in six Health Higher Education Institutions in Medan City, North Sumatra Province, Indonesia which were selected purposively (N=121). Data were collected using a questionnaire and analyzed using the chi-square statistical test. Results: There is a significant relationship between commitment (p-value 0.013), continuous improvement (p-value 0.032), innovation (p-value 0.037), collaboration (p-value 0.036), and technology (p-value 0.030) with the achievement of the three pillars of higher education. Recomendations: This research provides a foundation for the development of higher education quality through the development of the quality of lecturers by improving lecturer commitment, continuous improvement, innovation, collaboration, and technology.\u0000Keywords: achievement; lecturer; higher education; three pillars; quality of lecturer\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":"41779925","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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