Nurmalitasari, Zalizah Awang Long, Mohammad Faizuddin, Mohd Noor
Dropout students are a severe problem in higher education (HE) in many countries. Student dropout has a tremendous negative impact not only on individuals but also on universities and socioeconomic. Consequently, preventing educational dropouts is a considerable challenge for HE’s institutions. Therefore, knowing the factors influencing student dropout is an essential first step in preventing students from dropping out. This study uses a mix of qualitative and quantitative approaches. To determine what variables affect student dropout, we use a qualitative approach, after which the variables found will be validated by the public and stakeholders using a quantitative approach. Then, the next step is to classify variables using a quantitative approach. This study observes dropout students at private universities in Central Java, Indonesia. The findings reveal that personal economic factors, academic satisfaction, academic performance, and family economics are the most influential. The results of this paper are significant for universities in Indonesia, especially Central Java, to overcome the problem of student dropouts, so that they are more precise in making decisions. In addition, the results of this study are also helpful for further research as a basis for predicting students dropping out of university.
{"title":"Factors Influencing Dropout Students in Higher Education","authors":"Nurmalitasari, Zalizah Awang Long, Mohammad Faizuddin, Mohd Noor","doi":"10.1155/2023/7704142","DOIUrl":"https://doi.org/10.1155/2023/7704142","url":null,"abstract":"Dropout students are a severe problem in higher education (HE) in many countries. Student dropout has a tremendous negative impact not only on individuals but also on universities and socioeconomic. Consequently, preventing educational dropouts is a considerable challenge for HE’s institutions. Therefore, knowing the factors influencing student dropout is an essential first step in preventing students from dropping out. This study uses a mix of qualitative and quantitative approaches. To determine what variables affect student dropout, we use a qualitative approach, after which the variables found will be validated by the public and stakeholders using a quantitative approach. Then, the next step is to classify variables using a quantitative approach. This study observes dropout students at private universities in Central Java, Indonesia. The findings reveal that personal economic factors, academic satisfaction, academic performance, and family economics are the most influential. The results of this paper are significant for universities in Indonesia, especially Central Java, to overcome the problem of student dropouts, so that they are more precise in making decisions. In addition, the results of this study are also helpful for further research as a basis for predicting students dropping out of university.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88630639","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}
Recent technological advances in artificial intelligence (AI) have paved the way for improved and in many cases the creation of entirely new and innovative, electronic writing tools. These writing support systems assist during and after the writing process making them indispensable to many writers in general and to students in particular who can get human-like sentence completion suggestions and text generation. Although the wide adoption of these tools by students has been faced with a steady growth of scientific publications in the field, the results of these studies are often contradictory and their validity may be questioned. To gain a deeper understanding of the validity of AI-powered writing assistance tools, we conducted a systematic review of the recent empirical AI-powered writing assistance studies. The purpose of this review is twofold. First, we wanted to explore the recent scholarly publications that evaluated the use of AI-powered writing assistance tools in the classroom in terms of their types, uses, limits, and potential for improving students’ writing skills. Second, the review also sought to explore the perceptions of educators and researchers about learners’ use of AI-powered writing tools and review their recommendations on how to best ingrate these tools into the contemporary and future classroom. Using the Scopus research database, a total of 104 peer-reviewed papers were identified and analyzed. The findings indicate that students are increasingly using a variety of AI-powered writing assistance tools for improving their writing. The tools they are using can be categorized into four main groups: (1) automated writing evaluation tools, (2) tools that provide automated writing corrective feedback, (3) AI-powered machine translators, and (4) GPT-3 automatic text generators. The analysis also highlighted the scholars’ recommendations regarding dealing with learners’ use of AI-powered writing assistance tools and grouped the recommendations into two groups for researchers and educators.
{"title":"AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools","authors":"W. Alharbi","doi":"10.1155/2023/4253331","DOIUrl":"https://doi.org/10.1155/2023/4253331","url":null,"abstract":"Recent technological advances in artificial intelligence (AI) have paved the way for improved and in many cases the creation of entirely new and innovative, electronic writing tools. These writing support systems assist during and after the writing process making them indispensable to many writers in general and to students in particular who can get human-like sentence completion suggestions and text generation. Although the wide adoption of these tools by students has been faced with a steady growth of scientific publications in the field, the results of these studies are often contradictory and their validity may be questioned. To gain a deeper understanding of the validity of AI-powered writing assistance tools, we conducted a systematic review of the recent empirical AI-powered writing assistance studies. The purpose of this review is twofold. First, we wanted to explore the recent scholarly publications that evaluated the use of AI-powered writing assistance tools in the classroom in terms of their types, uses, limits, and potential for improving students’ writing skills. Second, the review also sought to explore the perceptions of educators and researchers about learners’ use of AI-powered writing tools and review their recommendations on how to best ingrate these tools into the contemporary and future classroom. Using the Scopus research database, a total of 104 peer-reviewed papers were identified and analyzed. The findings indicate that students are increasingly using a variety of AI-powered writing assistance tools for improving their writing. The tools they are using can be categorized into four main groups: (1) automated writing evaluation tools, (2) tools that provide automated writing corrective feedback, (3) AI-powered machine translators, and (4) GPT-3 automatic text generators. The analysis also highlighted the scholars’ recommendations regarding dealing with learners’ use of AI-powered writing assistance tools and grouped the recommendations into two groups for researchers and educators.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81370048","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 skills that were considered necessary for success in the 21st century included the ability to improve social and intellectual abilities such as communication, cooperation, critical thinking, and problem-solving, as well as creativity and innovation. It also contains methods of working, interacting, cooperating, and working in teams so that they can encourage and support skills relevant to the 21st century, such as literacy, information technology, and digital networks. Thus, this study aims to know the reality of middle school (intermediate) pupils in the Kingdom of Saudi Arabia about putting the skills of the 21st century into practice. The researcher employed the descriptive survey approach in her work, and the study tool (questionnaire) was used on a random sample composed of middle school (intermediate) teachers (female) in the Al-Qassim region. The following are some of the major results of the study: The use of technology by the middle school (intermediate) female students efficiently and effectively garnered a high response rate from the study participants. However, the intermediate students’ skills in information, media and technology culture, health and safety skills, and self-leadership put into practice earned an average response rate from the study participants. There were statistically significant differences in the study, which favored higher education qualifications and the attendance of training courses relevant to the “skills of the 21st century,” with no statistically significant differences for the more years of experience. The study advised that material and moral motivation tactics should be utilized as it is of essential relevance and required for the leaders of schools to urge them on new leadership practices.
{"title":"The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective","authors":"N. Alowayyid","doi":"10.1155/2023/7869980","DOIUrl":"https://doi.org/10.1155/2023/7869980","url":null,"abstract":"The skills that were considered necessary for success in the 21st century included the ability to improve social and intellectual abilities such as communication, cooperation, critical thinking, and problem-solving, as well as creativity and innovation. It also contains methods of working, interacting, cooperating, and working in teams so that they can encourage and support skills relevant to the 21st century, such as literacy, information technology, and digital networks. Thus, this study aims to know the reality of middle school (intermediate) pupils in the Kingdom of Saudi Arabia about putting the skills of the 21st century into practice. The researcher employed the descriptive survey approach in her work, and the study tool (questionnaire) was used on a random sample composed of middle school (intermediate) teachers (female) in the Al-Qassim region. The following are some of the major results of the study: The use of technology by the middle school (intermediate) female students efficiently and effectively garnered a high response rate from the study participants. However, the intermediate students’ skills in information, media and technology culture, health and safety skills, and self-leadership put into practice earned an average response rate from the study participants. There were statistically significant differences in the study, which favored higher education qualifications and the attendance of training courses relevant to the “skills of the 21st century,” with no statistically significant differences for the more years of experience. The study advised that material and moral motivation tactics should be utilized as it is of essential relevance and required for the leaders of schools to urge them on new leadership practices.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90389025","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 main purpose of this study is to find the influencing factors that affect the study performance of foreign students. Previous studies mainly focused on medical undergraduate students in China, while the research objects of this study are engineering graduate students and doctoral students. Researchers constructed a questionnaire with good validity through the literature survey method and the Delphi method. A total of 150 questionnaires were distributed, 123 questionnaires were collected, 11 questionnaires with problems were excluded, and 112 questionnaires were valid. Researchers analyzed the factors affecting the performance of foreign students through SPSS. The results show that the scores of Chinese skill, “psychology–ability–behavior” three-dimensional evaluation framework, and the level of teaching presence are positively correlated with the study performance of foreign students. Among them, the correlation between the scores of the three-dimensional evaluation framework and performance is the strongest, and the correlation between Chinese skill and performance is the weakest. In the three-dimensional evaluation framework, psychological factors have the greatest influence on students’ study performance. Based on the above analysis results, the researchers put forward a series of policy recommendations, such as improving teachers’ teaching level, strengthening Chinese language education for foreign students, and enhancing foreign students’ learning motivation and learning satisfaction.
{"title":"The Research on the Influencing Factors of Foreign Master’s and Doctoral Students’ Study Performance in China","authors":"Gangyi Ren, Xiaoxu Ma, Ye Zuo","doi":"10.1155/2023/1325017","DOIUrl":"https://doi.org/10.1155/2023/1325017","url":null,"abstract":"The main purpose of this study is to find the influencing factors that affect the study performance of foreign students. Previous studies mainly focused on medical undergraduate students in China, while the research objects of this study are engineering graduate students and doctoral students. Researchers constructed a questionnaire with good validity through the literature survey method and the Delphi method. A total of 150 questionnaires were distributed, 123 questionnaires were collected, 11 questionnaires with problems were excluded, and 112 questionnaires were valid. Researchers analyzed the factors affecting the performance of foreign students through SPSS. The results show that the scores of Chinese skill, “psychology–ability–behavior” three-dimensional evaluation framework, and the level of teaching presence are positively correlated with the study performance of foreign students. Among them, the correlation between the scores of the three-dimensional evaluation framework and performance is the strongest, and the correlation between Chinese skill and performance is the weakest. In the three-dimensional evaluation framework, psychological factors have the greatest influence on students’ study performance. Based on the above analysis results, the researchers put forward a series of policy recommendations, such as improving teachers’ teaching level, strengthening Chinese language education for foreign students, and enhancing foreign students’ learning motivation and learning satisfaction.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88960265","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 purpose of this research was to examine the experiences of teachers, students, and parents on homework purpose and student feedback in primary school. The qualitative methodology was adopted for this research. This qualitative study used data from 20 teachers, 20 students, and 20 parents of the fifth-grade primary school in four municipalities of Kosovo. Data were collected through semistructured interviews and were analyzed through the thematic analysis method. The research results provided an overview of the reality of the way teachers approached homework. Research showed that there was a lack of a general standard, in almost all schools, related to homework assignments and there was a lack of teachers’ professional development for homework planning. Also, this research showed that the purpose of homework was closely related to how teachers planned and understood the role of homework, as well as how teachers built collaboration with students.
{"title":"Perspectives of Primary Teachers, Students, and Parents on Homework","authors":"Lirika Bërdynaj Syla","doi":"10.1155/2023/7669108","DOIUrl":"https://doi.org/10.1155/2023/7669108","url":null,"abstract":"The purpose of this research was to examine the experiences of teachers, students, and parents on homework purpose and student feedback in primary school. The qualitative methodology was adopted for this research. This qualitative study used data from 20 teachers, 20 students, and 20 parents of the fifth-grade primary school in four municipalities of Kosovo. Data were collected through semistructured interviews and were analyzed through the thematic analysis method. The research results provided an overview of the reality of the way teachers approached homework. Research showed that there was a lack of a general standard, in almost all schools, related to homework assignments and there was a lack of teachers’ professional development for homework planning. Also, this research showed that the purpose of homework was closely related to how teachers planned and understood the role of homework, as well as how teachers built collaboration with students.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77017658","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}
Narmeen Ahmed, Shaur Sarfaraz, Iram Khursheed, Z. Khurshid
Objective. Transitioning from college to university life is a whole new exciting experience for the students but it also often develops feelings of unfamiliarity within them. The literature states that near-peer mentoring is a new paradigm that can provide multiple opportunities for the professional growth of the mentees and mentors. This study aims to introduce a formal near-peer mentoring program at Ziauddin Medical College and identifies its effects on the participants of this program. Methods. A quasi-experimental study design was used for a duration of 5 months. In total, 73 students participated in the program, 21 from the 3rd year as near-peer mentors (NPMs) and 52 from the 1st year as mentees. All mentees were randomly distributed among the mentors, broadly in a ratio of 1 : 2. Data were collected using a peer-mentoring evaluation toolkit, having questions based on a Likert scale. Results. The results showed that after participating in this program, 69% of the mentees felt acclimatized into the university environment and 66% of the mentors also developed a sense of belonging. Ninety percent of the mentors agreed that their soft skills improved after mentoring their juniors. Overall, around 70% of the mentors and mentees agreed that participation in this program had positive effects on their learning. Conclusion. This study provides baseline information of NPM program intervention, which had a positive effect on both the participated mentors and mentees. Thus, the formal introduction of such programs will be beneficial for medical institutes to improve the student support process.
{"title":"Introduction of Near-Peer Mentorship Program in an Undergraduate Medical College in Pakistan: A Pilot Study","authors":"Narmeen Ahmed, Shaur Sarfaraz, Iram Khursheed, Z. Khurshid","doi":"10.1155/2023/7669033","DOIUrl":"https://doi.org/10.1155/2023/7669033","url":null,"abstract":"Objective. Transitioning from college to university life is a whole new exciting experience for the students but it also often develops feelings of unfamiliarity within them. The literature states that near-peer mentoring is a new paradigm that can provide multiple opportunities for the professional growth of the mentees and mentors. This study aims to introduce a formal near-peer mentoring program at Ziauddin Medical College and identifies its effects on the participants of this program. Methods. A quasi-experimental study design was used for a duration of 5 months. In total, 73 students participated in the program, 21 from the 3rd year as near-peer mentors (NPMs) and 52 from the 1st year as mentees. All mentees were randomly distributed among the mentors, broadly in a ratio of 1 : 2. Data were collected using a peer-mentoring evaluation toolkit, having questions based on a Likert scale. Results. The results showed that after participating in this program, 69% of the mentees felt acclimatized into the university environment and 66% of the mentors also developed a sense of belonging. Ninety percent of the mentors agreed that their soft skills improved after mentoring their juniors. Overall, around 70% of the mentors and mentees agreed that participation in this program had positive effects on their learning. Conclusion. This study provides baseline information of NPM program intervention, which had a positive effect on both the participated mentors and mentees. Thus, the formal introduction of such programs will be beneficial for medical institutes to improve the student support process.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73956462","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}
How do mathematics teachers view about the curriculum can affect their role in classroom activities. In this context, this study examined teachers’ perceptions of the math curriculum for senior high schools in Ghana and their interrelation with classroom practices. Quantitative data were collected from a random sample of 69 mathematics teachers across the senior high schools in the Ashanti Region of Ghana. The results of the data showed that the teachers have confidence toward the subject. However, they view math curriculum as a rigid and abstract with more theoretical practices rather than practical connection, which they think is nonrealistic and irrelevant in the current form. Most of the math teachers were not confident about linking the classroom activities to students’ real life. They do not have sufficient knowledge and experience in curriculum design. In this sense, the core mathematics curriculum for Ghanaian senior high schools is not realistic and relevant. Some curriculum recommendations have been suggested at the end of this paper.
{"title":"High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana","authors":"Emmanuel Oppong-Gyebi, Seth Amoako Atta, Amo-Asante Kwadwo, Shashidhar Belbase*, E. Bonyah, Maxwell Peprah Opoku","doi":"10.1155/2023/4304267","DOIUrl":"https://doi.org/10.1155/2023/4304267","url":null,"abstract":"How do mathematics teachers view about the curriculum can affect their role in classroom activities. In this context, this study examined teachers’ perceptions of the math curriculum for senior high schools in Ghana and their interrelation with classroom practices. Quantitative data were collected from a random sample of 69 mathematics teachers across the senior high schools in the Ashanti Region of Ghana. The results of the data showed that the teachers have confidence toward the subject. However, they view math curriculum as a rigid and abstract with more theoretical practices rather than practical connection, which they think is nonrealistic and irrelevant in the current form. Most of the math teachers were not confident about linking the classroom activities to students’ real life. They do not have sufficient knowledge and experience in curriculum design. In this sense, the core mathematics curriculum for Ghanaian senior high schools is not realistic and relevant. Some curriculum recommendations have been suggested at the end of this paper.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76731594","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}
This study aims to determine the effectiveness of applying the learning model in linear algebra at a university in the city of Jombang, Indonesia, which is indicated by looking at student learning outcomes, student learning activities, and the ability of lecturers to manage to learn. The quasi-experimental research method was carried out for 3 months involving two classes of students consisting of an experimental class (infusion learning model) and a control class (conventional learning). Data were collected through test sheets (pretest and posttest), student activity observation sheets, and lecturers’ ability observation sheets in managing to learn. Data were analyzed using two techniques, namely, inferential statistical analysis and descriptive statistical analysis. Based on inferential statistical analysis, it shows differences in students’ argumentation abilities between the control and experimental groups. In addition, based on the results of the descriptive analysis, student learning outcomes in the infusion learning model obtained more than the minimum standard value, students were active in learning activities, and lecturers’ abilities were good and very good in managing to learn. Thus, the infusion learning model effectively learns linear algebra with vector subspace topics. These findings indicate that students are enthusiastic about solving problems, building arguments not in dialog and arguments in dialog, and actively discussing with other students in class. We suggest that lecturers apply infusion learning to other math topics so that students can be enthusiastic about learning mathematics in class. Alternatively, lecturers can use the infusion learning model with technology-assisted learning to make learning more interesting for students.
{"title":"The Effectiveness of Infusion Learning Model in Linear Algebra Course","authors":"L. B. Tristanti, T. Nusantara","doi":"10.1155/2023/9004072","DOIUrl":"https://doi.org/10.1155/2023/9004072","url":null,"abstract":"This study aims to determine the effectiveness of applying the learning model in linear algebra at a university in the city of Jombang, Indonesia, which is indicated by looking at student learning outcomes, student learning activities, and the ability of lecturers to manage to learn. The quasi-experimental research method was carried out for 3 months involving two classes of students consisting of an experimental class (infusion learning model) and a control class (conventional learning). Data were collected through test sheets (pretest and posttest), student activity observation sheets, and lecturers’ ability observation sheets in managing to learn. Data were analyzed using two techniques, namely, inferential statistical analysis and descriptive statistical analysis. Based on inferential statistical analysis, it shows differences in students’ argumentation abilities between the control and experimental groups. In addition, based on the results of the descriptive analysis, student learning outcomes in the infusion learning model obtained more than the minimum standard value, students were active in learning activities, and lecturers’ abilities were good and very good in managing to learn. Thus, the infusion learning model effectively learns linear algebra with vector subspace topics. These findings indicate that students are enthusiastic about solving problems, building arguments not in dialog and arguments in dialog, and actively discussing with other students in class. We suggest that lecturers apply infusion learning to other math topics so that students can be enthusiastic about learning mathematics in class. Alternatively, lecturers can use the infusion learning model with technology-assisted learning to make learning more interesting for students.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86201828","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}
H. Tamsah, Y. Yusriadi, H. Hasbi, A. Haris, Bemnet Ajanil
The COVID-19 pandemic makes it difficult for the teaching and learning process to be conducted freely using all learning modes due to the limited interaction between teachers and students by distance. Therefore, teachers must creatively utilize various learning models to ensure students are properly taught during the pandemic. In this regard, this study aims to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level. This is an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers. These three types of teachers were included in the category of teachers of the State Civil Apparatus. The accidental sampling technique was used to obtain data from 405 respondents through the questionnaire distribution for a month. This was greater than the initial target of 200 people as a condition for the eligibility of the number of respondents when using structural equation modeling (SEM)—AMOS analysis. A total of four hypotheses were proposed in this study, with three accepted and one rejected. The result showed that training management contributed significantly to training effectiveness but had a minimal contribution to increasing teachers teaching creativity during the pandemic. Furthermore, training effectiveness had a significant contribution to the invention of teaching teachers and was a full mediator. This study also found the lack of references about management training and the relationships built. Proper management is a key factor in encouraging the effectiveness of activity, but it is unable to improve the creativity of teaching teachers directly. The role of training effectiveness was significant because it increases the contribution of training management to teacher teaching creativity. This research also showed that the training carried out on ASN only be successful with good management. The effectiveness of teachers teaching creativity can only be increased through training, especially during a pandemic.
{"title":"Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic","authors":"H. Tamsah, Y. Yusriadi, H. Hasbi, A. Haris, Bemnet Ajanil","doi":"10.1155/2023/6588234","DOIUrl":"https://doi.org/10.1155/2023/6588234","url":null,"abstract":"The COVID-19 pandemic makes it difficult for the teaching and learning process to be conducted freely using all learning modes due to the limited interaction between teachers and students by distance. Therefore, teachers must creatively utilize various learning models to ensure students are properly taught during the pandemic. In this regard, this study aims to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level. This is an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers. These three types of teachers were included in the category of teachers of the State Civil Apparatus. The accidental sampling technique was used to obtain data from 405 respondents through the questionnaire distribution for a month. This was greater than the initial target of 200 people as a condition for the eligibility of the number of respondents when using structural equation modeling (SEM)—AMOS analysis. A total of four hypotheses were proposed in this study, with three accepted and one rejected. The result showed that training management contributed significantly to training effectiveness but had a minimal contribution to increasing teachers teaching creativity during the pandemic. Furthermore, training effectiveness had a significant contribution to the invention of teaching teachers and was a full mediator. This study also found the lack of references about management training and the relationships built. Proper management is a key factor in encouraging the effectiveness of activity, but it is unable to improve the creativity of teaching teachers directly. The role of training effectiveness was significant because it increases the contribution of training management to teacher teaching creativity. This research also showed that the training carried out on ASN only be successful with good management. The effectiveness of teachers teaching creativity can only be increased through training, especially during a pandemic.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87124620","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}
P. Suwasono, S. Sutopo, S. K. Handayanto, N. Mufti, S. Sunaryono, A. Taufiq
The purpose of this study is to find out what types of problems and scaffolding should be set in problem-based learning to alleviate students’ naive theories. This study employed a sample of three classes with a problem-based learning process using three variations of problems and scaffolding. The findings suggested that there were significant differences among the three groups of students. The highest reduction in students’ naive theories occurred in classes that used open problems equipped with discussion scaffolding. Based on the interpretation of the video results of student discussions and the average posttest class using open problems equipped with discussion scaffolding, students’ naive theories were mostly reduced. Problems in problem-based learning are open-ended, which encourage students to use their naive theories to solve problems. With the scaffolding that has been designed, students’ character grows as scientists. Based on the interview results, the class that used closed problems equipped with scaffolding tended to use their notes while in high school, which he was not clear about, except for doing exam questions. However, in a classroom that uses open problems equipped with discussion scaffolding and in classes that use open problems without discussion scaffolding, it is stated that students like to solve problems in their real lives. Thus, open problems in problem-based learning are the key to successful learning, whereas discussion scaffolding strengthens the implementation of these open problems.
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