Pub Date : 2024-02-20DOI: 10.33369/ijer.v6i1.31193
M. I. Martadinata, Parjan Parjan, Annisa Baby Callista, Wahyudi Saputra
Education is a humanistic process, and its implementation increases students’ competence in higher education. The emphasis on increasing competence is explained through the performance of the Kurikulum Merdeka (Independent Curriculum). This research highlights the need for effective learning media, especially in Refrigeration and Air Conditioning Engineering courses, which include an understanding of Air Conditioning Systems (ACS). This course curriculum aims to provide a sense of Air Conditioning (AC), including Central AC. However, a lack of learning media in the laboratory requires cadets to visit the nearest airport for practicum. This research aims to design an innovation in creating central equipment learning media designs based on Split AC. This quantitative research method was conducted, with data collection through observation, literature study, questionnaires, and Likert scale analysis. The author determined the population of the Airport Engineering Technology Study Program cadets at the 3rd Batch of the Politeknik Penerbangan Palembang, totaling 22 cadets. This research uses purposive judgment sampling or sampling with purpose or consideration because cadets are considered to understand the problem to be studied. The questionnaire results showed a high need for learning media development, with a mark of 82.3%. Therefore, developing this learning medium is needed to increase cadets’ understanding and competence in refrigeration and air conditioning engineering courses.
{"title":"Design of Split AC-Based Central Equipment as a Learning Media Tool in Refrigeration and Air Conditioning Engineering Courses","authors":"M. I. Martadinata, Parjan Parjan, Annisa Baby Callista, Wahyudi Saputra","doi":"10.33369/ijer.v6i1.31193","DOIUrl":"https://doi.org/10.33369/ijer.v6i1.31193","url":null,"abstract":"Education is a humanistic process, and its implementation increases students’ competence in higher education. The emphasis on increasing competence is explained through the performance of the Kurikulum Merdeka (Independent Curriculum). This research highlights the need for effective learning media, especially in Refrigeration and Air Conditioning Engineering courses, which include an understanding of Air Conditioning Systems (ACS). This course curriculum aims to provide a sense of Air Conditioning (AC), including Central AC. However, a lack of learning media in the laboratory requires cadets to visit the nearest airport for practicum. This research aims to design an innovation in creating central equipment learning media designs based on Split AC. This quantitative research method was conducted, with data collection through observation, literature study, questionnaires, and Likert scale analysis. The author determined the population of the Airport Engineering Technology Study Program cadets at the 3rd Batch of the Politeknik Penerbangan Palembang, totaling 22 cadets. This research uses purposive judgment sampling or sampling with purpose or consideration because cadets are considered to understand the problem to be studied. The questionnaire results showed a high need for learning media development, with a mark of 82.3%. Therefore, developing this learning medium is needed to increase cadets’ understanding and competence in refrigeration and air conditioning engineering courses.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"257 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140448227","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 : 2024-02-20DOI: 10.33369/ijer.v6i1.31228
Moses Adeleke Adeoye, E. Prastikawati, R. M. Oladimeji, Adeseko Sunday Olaifa
This study investigates how self-paced training and microlearning can empower teachers, improve their output, and keep them from burning out. The heavy workloads and high levels of stress that teachers and administrators, commonly experience can negatively impact their general well-being and capacity to perform their professions efficiently. This study explores the possibility of self-paced training and microlearning as tools to empower educational personnel to solve these issues. The distribution of brief, bite-sized learning modules that concentrate on particular subjects or abilities is referred to as microlearning. Due to the modules' quick completion times and ease of access, educators can accommodate learning into their already hectic schedules. Self-paced training gives people the freedom to learn at their own pace and customizes and adapts their learning process. Through the use of self-paced training and microlearning, educational staff members can acquire critical knowledge and skills in a convenient and customized way. Furthermore, by enabling educators to prioritize their professional growth and manage their workload, these training methods can assist in avoiding burnout in the classroom. The study will also investigate the possible obstacles and difficulties that educators may encounter while introducing microlearning and self-paced training. To sum up, self-paced training and microlearning have the power to completely change how educators acquire knowledge and grow as professionals. Teachers can enhance their performance, knowledge, and skills by implementing these tactics, which will help students and the educational system as a whole.
{"title":"From Overwhelm to Success: Empowering Educational Personnel with Microlearning and Self-Paced Training to Maximize Performance and Avoid Burnout","authors":"Moses Adeleke Adeoye, E. Prastikawati, R. M. Oladimeji, Adeseko Sunday Olaifa","doi":"10.33369/ijer.v6i1.31228","DOIUrl":"https://doi.org/10.33369/ijer.v6i1.31228","url":null,"abstract":"This study investigates how self-paced training and microlearning can empower teachers, improve their output, and keep them from burning out. The heavy workloads and high levels of stress that teachers and administrators, commonly experience can negatively impact their general well-being and capacity to perform their professions efficiently. This study explores the possibility of self-paced training and microlearning as tools to empower educational personnel to solve these issues. The distribution of brief, bite-sized learning modules that concentrate on particular subjects or abilities is referred to as microlearning. Due to the modules' quick completion times and ease of access, educators can accommodate learning into their already hectic schedules. Self-paced training gives people the freedom to learn at their own pace and customizes and adapts their learning process. Through the use of self-paced training and microlearning, educational staff members can acquire critical knowledge and skills in a convenient and customized way. Furthermore, by enabling educators to prioritize their professional growth and manage their workload, these training methods can assist in avoiding burnout in the classroom. The study will also investigate the possible obstacles and difficulties that educators may encounter while introducing microlearning and self-paced training. To sum up, self-paced training and microlearning have the power to completely change how educators acquire knowledge and grow as professionals. Teachers can enhance their performance, knowledge, and skills by implementing these tactics, which will help students and the educational system as a whole.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"1138 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445883","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}
Parent-Teacher Association has ensured and improved the quality and standard of education in Nigeria. This study examined parent-teacher association intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State, Nigeria. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. A purposive random sampling technique was used to select two hundred and thirty-seven respondents from 39 public senior secondary schools in Ilorin-West Local Government Area, Kwara State. The research instrument was titled Parent-Teacher Association Intervention Strategies Questionnaire (PTAISQ) and Goal Achievement Questionnaire (GAQ) was used to collect data for the study. Descriptive statistic of frequency counts, percentages, mean and standard deviation was used to analyze demographics and answer the research questions raised. Inferential statistics of Pearson Product Moment Correlation statistics were used to test the formulated research hypotheses. The findings of the study revealed that; the level of parents-teachers’ intervention strategies were high based on the dimensions in Ilorin-West Local Government Area, Kwara State. The level of goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State was high. There was a significant relationship between parents-teacher intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State. It was recommended among others that the Kwara State government through Kwara Teaching Service Commission (TESCOM) ensure that qualified and competent teachers are recruited so that effective and efficient teaching and learning processes will be improved.
{"title":"Parent-Teacher Association Intervention Strategies and Goal Achievement in Public Secondary Schools","authors":"Adeseko Sunday Olaifa, Usamatu Abdulkafeel, Leonard Shaibu, Ebunlomo Oreoluwa Olaifa, Moses Adeleke Adeoye","doi":"10.33369/ijer.v6i1.31227","DOIUrl":"https://doi.org/10.33369/ijer.v6i1.31227","url":null,"abstract":"Parent-Teacher Association has ensured and improved the quality and standard of education in Nigeria. This study examined parent-teacher association intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State, Nigeria. The study adopted a descriptive survey of correlational type. Two research questions and one hypothesis were raised to guide the study. A purposive random sampling technique was used to select two hundred and thirty-seven respondents from 39 public senior secondary schools in Ilorin-West Local Government Area, Kwara State. The research instrument was titled Parent-Teacher Association Intervention Strategies Questionnaire (PTAISQ) and Goal Achievement Questionnaire (GAQ) was used to collect data for the study. Descriptive statistic of frequency counts, percentages, mean and standard deviation was used to analyze demographics and answer the research questions raised. Inferential statistics of Pearson Product Moment Correlation statistics were used to test the formulated research hypotheses. The findings of the study revealed that; the level of parents-teachers’ intervention strategies were high based on the dimensions in Ilorin-West Local Government Area, Kwara State. The level of goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State was high. There was a significant relationship between parents-teacher intervention strategies and goal achievement in public secondary schools in Ilorin-West Local Government Area, Kwara State. It was recommended among others that the Kwara State government through Kwara Teaching Service Commission (TESCOM) ensure that qualified and competent teachers are recruited so that effective and efficient teaching and learning processes will be improved.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"30 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140478083","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 : 2024-01-31DOI: 10.33369/ijer.v6i1.31031
Souglibé Nakpakpere, Boussanlègue Tchable
In its efforts to provide a constant response to the various international education meetings and the requirements of Technical and Financial partners, Togo has adopted new educational policies. Preschool and primary education have now been free since 2008. This free education leads to school massification which influences the professional commitment of teachers. This article starts from the postulate according to which school massification negatively influences the professional commitment of teachers. The aim is therefore to analyze the influence of school massification on the social commitment of teachers in public primary schools in the town of Kara. To do this, a survey was carried out among 129 teachers chosen at random from 11 schools in the city. The research combines quantitative and qualitative methods. The results show that the sample is predominantly male (59%), the average age is 35 years old. The population surveyed (n=129) is mainly a BAC II graduate (n=61) and young (n=73). Teachers believe that free primary school is a source of their unease. Their professional disengagement, which is a consequence of school massification, emanates from this new policy. On the one hand, it creates insufficient infrastructure and a lack of teachers and on the other hand, it has a negative impact on the quality of academic performance.
{"title":"Impact of School Massification on the Professional Commitment of Teachers of Public Primary Schools in Kara, Togo","authors":"Souglibé Nakpakpere, Boussanlègue Tchable","doi":"10.33369/ijer.v6i1.31031","DOIUrl":"https://doi.org/10.33369/ijer.v6i1.31031","url":null,"abstract":"In its efforts to provide a constant response to the various international education meetings and the requirements of Technical and Financial partners, Togo has adopted new educational policies. Preschool and primary education have now been free since 2008. This free education leads to school massification which influences the professional commitment of teachers. This article starts from the postulate according to which school massification negatively influences the professional commitment of teachers. The aim is therefore to analyze the influence of school massification on the social commitment of teachers in public primary schools in the town of Kara. To do this, a survey was carried out among 129 teachers chosen at random from 11 schools in the city. The research combines quantitative and qualitative methods. The results show that the sample is predominantly male (59%), the average age is 35 years old. The population surveyed (n=129) is mainly a BAC II graduate (n=61) and young (n=73). Teachers believe that free primary school is a source of their unease. Their professional disengagement, which is a consequence of school massification, emanates from this new policy. On the one hand, it creates insufficient infrastructure and a lack of teachers and on the other hand, it has a negative impact on the quality of academic performance.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"44 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140478702","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 : 2024-01-30DOI: 10.33369/ijer.v6i1.31198
M. I. Martadinata, Nining Idyaningsih, Minulya Eska Nugraha, Hana Fatiha
Cadets are another term for students who are under an official school. In one case, it was reported by the media that there was violence in the parenting pattern of educating cadets. As we know that in parenting patterns between official schools can differ from one school to another. In the official school of character education, the mandatory things that are instilled in cadets include neatness, discipline, responsiveness, responsibility, reliability, and the main thing is ethics. This research explains the suitability of parenting patterns at the Palembang Aviation Polytechnic in order to achieve the achievement of character education for cadets. The parenting pattern at the Palembang Aviation Polytechnic has proven that the parenting pattern adopted by caregivers and coaches makes the cadets of the Palembang Aviation Polytechnic produce tough, disciplined successors to the nation. Proven by analysis using SPSS with data that has been collected from questionnaires distributed to all cadets as a survey of the parenting patterns of cadets at the Palembang Aviation Polytechnic.
{"title":"The Influence of Parenting Model in Character Building Pattern of Palembang Aviation Polytechnic Cadets","authors":"M. I. Martadinata, Nining Idyaningsih, Minulya Eska Nugraha, Hana Fatiha","doi":"10.33369/ijer.v6i1.31198","DOIUrl":"https://doi.org/10.33369/ijer.v6i1.31198","url":null,"abstract":"Cadets are another term for students who are under an official school. In one case, it was reported by the media that there was violence in the parenting pattern of educating cadets. As we know that in parenting patterns between official schools can differ from one school to another. In the official school of character education, the mandatory things that are instilled in cadets include neatness, discipline, responsiveness, responsibility, reliability, and the main thing is ethics. This research explains the suitability of parenting patterns at the Palembang Aviation Polytechnic in order to achieve the achievement of character education for cadets. The parenting pattern at the Palembang Aviation Polytechnic has proven that the parenting pattern adopted by caregivers and coaches makes the cadets of the Palembang Aviation Polytechnic produce tough, disciplined successors to the nation. Proven by analysis using SPSS with data that has been collected from questionnaires distributed to all cadets as a survey of the parenting patterns of cadets at the Palembang Aviation Polytechnic.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"374 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483046","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 : 2022-12-22DOI: 10.33369/ijer.v4i2.25192
Priyougie Priyougie, Ahsanul Haq, Rusniati Rusniati, Muhammad Bahit
Module is considered important in distance learning as a self-study guide for students. The importance of module in the learning process because modules can facilitate students in learning independently or face to face. Based on several explanations regarding the importance of modules in distance learning, the authors are interested in examine the effectiveness of using the descriptive Statistics Module in Online Learning in the Computerized Accounting Study Program, Banjarmasin State Polytechnic. The variables observed by the authors in this study were the learning outcomes of groups of students who were given a module and those who were not given a module in descriptive statistics courses. The two variables were carried out a Normality Test with the purpose of assessing the distribution of data in groups of data or variables, whether the data distribution was normally distributed. From the results of the data normality test, a test of the assumption of homogeneity of variance was then carried out to determine the variance of several populations was the same or not. Then a difference test was carried out to test the differences in the group of students who were given the module and the group of students who were not given the module in learning descriptive statistics courses. The data normality test was carried out using the SPSS Kolmogorov Smirnov Test application on the learning outcomes data for descriptive statistics courses for students who were given a module and those who were not given a module yielded a significance value of 0.101. The significance value of 0.101 was greater than 0.05 so it can be concluded that the research data met the assumption of normality. The homogeneity of variance test was carried out by analyzing the significance value of Levene's Test for Equality of Variance where the significance result was 0.466 so it can be concluded that the data had a homogeneous variance. The final stage of this analysis is to test the difference between the learning outcomes data of student groups who were given modules and not given modules by using the Independent Sample t Test. The test results showed a significance value of 0.021 where the significance value was less than 0.05. Thus it can be concluded that the alternative hypothesis (H1) that states that "There is a significant difference between the learning outcomes of groups of students who are given a module and not given a module" can be accepted and verified statistically.
模块在远程学习中被认为是重要的，作为学生的自学指南。模块在学习过程中的重要性，因为模块可以方便学生独立学习或面对面学习。基于对远程学习中模块重要性的几种解释，作者有兴趣研究在Banjarmasin州立理工学院电算化会计学习计划中使用描述性统计模块在在线学习中的有效性。在这项研究中，作者观察到的变量是在描述性统计课程中，给了模块的学生和没有给模块的学生的学习结果。对两个变量进行正态性检验，目的是评估数据在数据组或变量组中的分布，数据分布是否为正态分布。根据数据正态性检验的结果，对方差齐性假设进行检验，以确定几个总体的方差是否相同。然后进行差异检验，检验使用该模块的学生组和未使用该模块的学生组在学习描述性统计课程方面的差异。使用SPSS Kolmogorov Smirnov检验应用程序对设置模块和未设置模块的学生的描述性统计课程学习成果数据进行数据正态性检验，显著性值为0.101。显著性值0.101大于0.05，可以认为研究数据符合正态性假设。方差齐性检验通过分析Levene’s test for variance的显著性值进行，显著性结果为0.466，可以认为数据具有齐次方差。本分析的最后阶段是通过使用独立样本t检验来检验给定模块和未给定模块的学生组的学习成果数据之间的差异。检验结果显示显著性值为0.021，其中显著性值小于0.05。由此可以得出，在统计上可以接受并验证“给模块和不给模块的学生组的学习结果存在显著差异”的备选假设(H1)。
{"title":"The Effectiveness Of The Descriptive Statistics Module In Online Learning In Computerized Accounting Study Program, Banjarmasin State Polytechnic","authors":"Priyougie Priyougie, Ahsanul Haq, Rusniati Rusniati, Muhammad Bahit","doi":"10.33369/ijer.v4i2.25192","DOIUrl":"https://doi.org/10.33369/ijer.v4i2.25192","url":null,"abstract":"Module is considered important in distance learning as a self-study guide for students. The importance of module in the learning process because modules can facilitate students in learning independently or face to face. Based on several explanations regarding the importance of modules in distance learning, the authors are interested in examine the effectiveness of using the descriptive Statistics Module in Online Learning in the Computerized Accounting Study Program, Banjarmasin State Polytechnic. The variables observed by the authors in this study were the learning outcomes of groups of students who were given a module and those who were not given a module in descriptive statistics courses. The two variables were carried out a Normality Test with the purpose of assessing the distribution of data in groups of data or variables, whether the data distribution was normally distributed. From the results of the data normality test, a test of the assumption of homogeneity of variance was then carried out to determine the variance of several populations was the same or not. Then a difference test was carried out to test the differences in the group of students who were given the module and the group of students who were not given the module in learning descriptive statistics courses. The data normality test was carried out using the SPSS Kolmogorov Smirnov Test application on the learning outcomes data for descriptive statistics courses for students who were given a module and those who were not given a module yielded a significance value of 0.101. The significance value of 0.101 was greater than 0.05 so it can be concluded that the research data met the assumption of normality. The homogeneity of variance test was carried out by analyzing the significance value of Levene's Test for Equality of Variance where the significance result was 0.466 so it can be concluded that the data had a homogeneous variance. The final stage of this analysis is to test the difference between the learning outcomes data of student groups who were given modules and not given modules by using the Independent Sample t Test. The test results showed a significance value of 0.021 where the significance value was less than 0.05. Thus it can be concluded that the alternative hypothesis (H1) that states that \"There is a significant difference between the learning outcomes of groups of students who are given a module and not given a module\" can be accepted and verified statistically.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132060012","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 : 2022-12-22DOI: 10.33369/ijer.v4i2.25225
Deri Wanto
The problem raised in this article is the application of schools in overcoming various matters relating to the problem of learning Islamic religious education at SMPN 5 Rejang Lebong. The purpose of this discussion is to find out the problematic forms carried out by schools in overcoming the problems of learning Islamic religious education at SMPN 5 Rejang Lebong and to find out how to overcome the problems of learning Islamic religion. This study uses a qualitative research method with a qualitative descriptive approach. The technique in collecting is using interview, observation and documentation techniques. The final results in this study suggest that, the forms of problems in learning Islamic religious education that occur at SMPN 5 Rejang Lebong, namely, 1) some of the students have not been able to read the Qur'an and also have not been able to do the prayers with the guidance of the prayer. true, 2) students are less interested in religious activities, 3) lack of Islamic religious education learning to adjust the material in learning. While the implementation of the school in overcoming the problem of learning Islamic religious education at SMPN 5 Rejang Lebong are: 1) holding weekly learning to read the Qur'an and practicing prayers, 2) collaborate with the community and parents of students, and 3) organize a Muslim Friday program. So that from several applications in the efforts that have been carried out by the school, it has shown quite good results in overcoming the problem of learning Islamic religious education at SMPN 5 Rejang Lebong
{"title":"Islamic Religious Education Learning Problems: Case Study at SMPN 5 Rejang Lebong","authors":"Deri Wanto","doi":"10.33369/ijer.v4i2.25225","DOIUrl":"https://doi.org/10.33369/ijer.v4i2.25225","url":null,"abstract":"The problem raised in this article is the application of schools in overcoming various matters relating to the problem of learning Islamic religious education at SMPN 5 Rejang Lebong. The purpose of this discussion is to find out the problematic forms carried out by schools in overcoming the problems of learning Islamic religious education at SMPN 5 Rejang Lebong and to find out how to overcome the problems of learning Islamic religion. This study uses a qualitative research method with a qualitative descriptive approach. The technique in collecting is using interview, observation and documentation techniques. The final results in this study suggest that, the forms of problems in learning Islamic religious education that occur at SMPN 5 Rejang Lebong, namely, 1) some of the students have not been able to read the Qur'an and also have not been able to do the prayers with the guidance of the prayer. true, 2) students are less interested in religious activities, 3) lack of Islamic religious education learning to adjust the material in learning. While the implementation of the school in overcoming the problem of learning Islamic religious education at SMPN 5 Rejang Lebong are: 1) holding weekly learning to read the Qur'an and practicing prayers, 2) collaborate with the community and parents of students, and 3) organize a Muslim Friday program. So that from several applications in the efforts that have been carried out by the school, it has shown quite good results in overcoming the problem of learning Islamic religious education at SMPN 5 Rejang Lebong","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127431978","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 : 2022-11-10DOI: 10.33369/ijer.v4i2.22021
Fidelis Chosa Kastuhandani, Ke Sambo, Harth Bunhe
This study investigated whether motivational beliefs (expectancy of success and value in research and practice related tasks) among master students predict the achievement related choices for graduation (thesis or non-thesis) and examined the likelihood of those motivational beliefs in thesis and non-thesis preferring group. Participants studied in various master programs of two universities in Cambodia completed the questionnaires about their expectancy of success and values toward research and practice related tasks and preferences of graduation. Results of logistic regression analysis revealed that, among the motivational beliefs, only cost in research indicated a significant predictor of graduation preferences (p = .003). Furthermore, the associated likelihood of thesis preferring group was anchored at students who have higher positive beliefs on cost in research (ß = 2.386, p = .003, Exp (ß) = 10.867, Odd = 986.9), interest in research (ß = .933, p = .431, Exp (ß) = 2.542, Odd = 154.2), utility in practice (ß = .835, p = .226, Exp (ß) = 2.306, Odd = 130.6), and attainment in research (ß = .218, p = .699, Exp (ß) = 1.243, Odd = 24.3) although the rest of expectancy-values components was not completely discriminated in its membership model. Implications of the findings to graduate programs and future direction are discussed.
{"title":"Perceived Choices of Graduation among Master Students: Expectancy-Task Value Theoretical Perspective","authors":"Fidelis Chosa Kastuhandani, Ke Sambo, Harth Bunhe","doi":"10.33369/ijer.v4i2.22021","DOIUrl":"https://doi.org/10.33369/ijer.v4i2.22021","url":null,"abstract":"This study investigated whether motivational beliefs (expectancy of success and value in research and practice related tasks) among master students predict the achievement related choices for graduation (thesis or non-thesis) and examined the likelihood of those motivational beliefs in thesis and non-thesis preferring group. Participants studied in various master programs of two universities in Cambodia completed the questionnaires about their expectancy of success and values toward research and practice related tasks and preferences of graduation. Results of logistic regression analysis revealed that, among the motivational beliefs, only cost in research indicated a significant predictor of graduation preferences (p = .003). Furthermore, the associated likelihood of thesis preferring group was anchored at students who have higher positive beliefs on cost in research (ß = 2.386, p = .003, Exp (ß) = 10.867, Odd = 986.9), interest in research (ß = .933, p = .431, Exp (ß) = 2.542, Odd = 154.2), utility in practice (ß = .835, p = .226, Exp (ß) = 2.306, Odd = 130.6), and attainment in research (ß = .218, p = .699, Exp (ß) = 1.243, Odd = 24.3) although the rest of expectancy-values components was not completely discriminated in its membership model. Implications of the findings to graduate programs and future direction are discussed.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"612 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123044162","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 : 2022-11-01DOI: 10.33369/ijer.v4i2.24183
Aini Darmasita
This article aims to reveal about how the principal's leadership in improving teacher performance at the State Elementary School 12 Rambang. This type of research is qualitative research. The subjects of this study were 12 teachers. The data analysis technique used is descriptive analysis technique. Data collection techniques used are interviews and documentation. The findings show that the principal's leadership is good. This can be seen from the principal who motivates teachers, giving warnings to teachers who are less disciplined. And the teacher's performance has been good, judging from the good teacher administration, such as the implementation of learning plans, the use of learning methods according to the material.
{"title":"Leadership of The Principal In Improving Teacher Performance at SDN 12 Rambang","authors":"Aini Darmasita","doi":"10.33369/ijer.v4i2.24183","DOIUrl":"https://doi.org/10.33369/ijer.v4i2.24183","url":null,"abstract":"This article aims to reveal about how the principal's leadership in improving teacher performance at the State Elementary School 12 Rambang. This type of research is qualitative research. The subjects of this study were 12 teachers. The data analysis technique used is descriptive analysis technique. Data collection techniques used are interviews and documentation. The findings show that the principal's leadership is good. This can be seen from the principal who motivates teachers, giving warnings to teachers who are less disciplined. And the teacher's performance has been good, judging from the good teacher administration, such as the implementation of learning plans, the use of learning methods according to the material.","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124962507","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 : 2022-10-16DOI: 10.33369/ijer.v4i2.23689
A. S. Adesote
The main thrust of this paper is to critically examine the place of Information and Communication Technology (ICT) in the effective Teaching and Learning of History in the Nigerian institutions in the 21st century. It argues that the new Information and communication technologies of internet and multimedia which have led to positive impact in the field of education in most developed countries are still at infancy or not used at all in the classroom instruction in most developing countries (Nigeria inclusive). ICTs are potential powerful enabling tools for effective teaching and learning in educational institutions. Thus, the paper argues that the central role of ICT is to provide additional strategies that can be used to address major educational challenges being faced by teachers and students of History Nigerian educational institutions in the 21st century. The paper, therefore, concludes that the appropriate use of ICTs can positively influence and change traditional methods of teaching and learning of History in Nigerian educational institutions, thereby making the teaching and learning of History more concrete. The methodology adopted in this paper is qualitative and analytical utilizing materials from the primary and secondary sources
{"title":"The Place of Information and Communication Technology in the Effective Teaching and Learning of History in the Nigerian Educational Institutions In The 21st Century","authors":"A. S. Adesote","doi":"10.33369/ijer.v4i2.23689","DOIUrl":"https://doi.org/10.33369/ijer.v4i2.23689","url":null,"abstract":"The main thrust of this paper is to critically examine the place of Information and Communication Technology (ICT) in the effective Teaching and Learning of History in the Nigerian institutions in the 21st century. It argues that the new Information and communication technologies of internet and multimedia which have led to positive impact in the field of education in most developed countries are still at infancy or not used at all in the classroom instruction in most developing countries (Nigeria inclusive). ICTs are potential powerful enabling tools for effective teaching and learning in educational institutions. Thus, the paper argues that the central role of ICT is to provide additional strategies that can be used to address major educational challenges being faced by teachers and students of History Nigerian educational institutions in the 21st century. The paper, therefore, concludes that the appropriate use of ICTs can positively influence and change traditional methods of teaching and learning of History in Nigerian educational institutions, thereby making the teaching and learning of History more concrete. The methodology adopted in this paper is qualitative and analytical utilizing materials from the primary and secondary sources","PeriodicalId":373444,"journal":{"name":"INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124095340","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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