method used was a sequential mixed method by combining qualitative and quantitative research. The qualitative method used Research and Development research with the ADDIE model to see the quality of the products being developed, while the quantitative method was done to see the effectiveness of the product through testing the average similarity and proportions through. Some instruments such validation sheet, questionnaires, and learning achievement test were used to collect the data. 84 second grade elementary students from three different schools were involved in this research whereby they were selected by using convenient sampling. Results of this research revealed that the validity of LMS model was valid for learning tools, and very valid for model books, media presentations, and e-learning. Additionally, the practicality test showed that teacher assessment in one-to-one, small group, and field was very practical for each of assessment. Meanwhile, z test showed that the proportion of students who had learning outcomes above the minimum passing criteria at the posttest was higher than at the pretest in Classes A, B, or C.
{"title":"Development of Learning Management System Model and Numerical Literacy-based Message Content","authors":"Melva Zainil, Arda Purnama Putra, Udin Syaefudin Sa’ud, Yullys Helsa, Desmaiyanti Desmaiyanti, Yetti Ariani, Rusdinal Rusdinal","doi":"10.29333/iji.2023.16457a","DOIUrl":"https://doi.org/10.29333/iji.2023.16457a","url":null,"abstract":"method used was a sequential mixed method by combining qualitative and quantitative research. The qualitative method used Research and Development research with the ADDIE model to see the quality of the products being developed, while the quantitative method was done to see the effectiveness of the product through testing the average similarity and proportions through. Some instruments such validation sheet, questionnaires, and learning achievement test were used to collect the data. 84 second grade elementary students from three different schools were involved in this research whereby they were selected by using convenient sampling. Results of this research revealed that the validity of LMS model was valid for learning tools, and very valid for model books, media presentations, and e-learning. Additionally, the practicality test showed that teacher assessment in one-to-one, small group, and field was very practical for each of assessment. Meanwhile, z test showed that the proportion of students who had learning outcomes above the minimum passing criteria at the posttest was higher than at the pretest in Classes A, B, or C.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323804","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}
{"title":"Secondary Education in Basel, Switzerland: Equipping Youth for University Success","authors":"Asım Arı","doi":"10.29333/iji.2023.1640a","DOIUrl":"https://doi.org/10.29333/iji.2023.1640a","url":null,"abstract":"","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323813","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}
Nandang Rusmana, Anne Hafina, Yadi Ruyadi, Muchamad Riduwan
This research reports the effectiveness of traditional games in reducing post-traumatic stress disorder or PTSD in elementary school students. The study employed a quantitative approach and experimental method with a one-group pretest-posttest design. The research sample was 5 and 6 graders of elementary school students, which involved 85 students in total. The intervention was carried out through several stages, namely Beginning a Group, The Transition of a Group, Working in a Group
{"title":"Trauma Healing Based on Local Wisdom: Traditional Games to Reduce Students Post-Traumatic Stress Disorder","authors":"Nandang Rusmana, Anne Hafina, Yadi Ruyadi, Muchamad Riduwan","doi":"10.29333/iji.2023.1643a","DOIUrl":"https://doi.org/10.29333/iji.2023.1643a","url":null,"abstract":"This research reports the effectiveness of traditional games in reducing post-traumatic stress disorder or PTSD in elementary school students. The study employed a quantitative approach and experimental method with a one-group pretest-posttest design. The research sample was 5 and 6 graders of elementary school students, which involved 85 students in total. The intervention was carried out through several stages, namely Beginning a Group, The Transition of a Group, Working in a Group","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16422a
Flavia Aurelia Hidajat
367-384
{"title":"The Development of Digital E-books to Improve Students' Creativity Skills: A Self-Regulation Strategies Approach","authors":"Flavia Aurelia Hidajat","doi":"10.29333/iji.2023.16422a","DOIUrl":"https://doi.org/10.29333/iji.2023.16422a","url":null,"abstract":"367-384","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16450a
Abdullah Ahmad Al-Awamleh, Khamisah Mohammed Ali Ayash
The current research paper aims to explore the reality of the competency of Imam Abdulrahman bin Faisal University (IAU) graduates to meet labor market requirements from the viewpoint of employers in service and production organizations in the Eastern Region. To achieve the objectives of the study, the descriptive approach is used and the adapted questionnaire was used to collect the data. The study sample consists of (254) direct employers of (IAU) graduates selected using the availability sample method. The results indicate that the level of overall competency of (IAU) graduates from the point of view of employers is of a high degree, whereas the level of professional and ethical competency is of a very high degree, while the dimensions of personal competency, cognitive competency, and technical and digital competency are a high degree. The findings also show that there are statistically significant differences at the significance between the mean of the employers' responses about the level of overall competency of (IAU) ersity graduates according to the difference in the graduate specialization domain in favor of the graduates of the educational domain. The study recommends working to enable (IAU) graduates to analyze data or digital information, focusing on enabling graduates to master the English language skill, both spoken and written.
{"title":"The Competency Assessment of Imam Abdulrahman Bin Faisal University (IAU) Graduates","authors":"Abdullah Ahmad Al-Awamleh, Khamisah Mohammed Ali Ayash","doi":"10.29333/iji.2023.16450a","DOIUrl":"https://doi.org/10.29333/iji.2023.16450a","url":null,"abstract":"The current research paper aims to explore the reality of the competency of Imam Abdulrahman bin Faisal University (IAU) graduates to meet labor market requirements from the viewpoint of employers in service and production organizations in the Eastern Region. To achieve the objectives of the study, the descriptive approach is used and the adapted questionnaire was used to collect the data. The study sample consists of (254) direct employers of (IAU) graduates selected using the availability sample method. The results indicate that the level of overall competency of (IAU) graduates from the point of view of employers is of a high degree, whereas the level of professional and ethical competency is of a very high degree, while the dimensions of personal competency, cognitive competency, and technical and digital competency are a high degree. The findings also show that there are statistically significant differences at the significance between the mean of the employers' responses about the level of overall competency of (IAU) ersity graduates according to the difference in the graduate specialization domain in favor of the graduates of the educational domain. The study recommends working to enable (IAU) graduates to analyze data or digital information, focusing on enabling graduates to master the English language skill, both spoken and written.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16423a
Moe Greene, Sheng-Lun Cheng, Monty Jones
Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers' technology integration knowledge development. It provides a new way to conceptualize and measure preservice teachers' technology integration knowledge growth in context. Multilevel modeling analysis was conducted to analyze the data gathered from 53 preservice teachers over two-time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants’ main TPACK knowledge domains were more stable than their integrated knowledge domains. It was also found that the technological knowledge (TK) domain played a more significant role in explaining the development of teachers’ TPACK. TK is critical for developing pre-service teachers’ TPACK integrated knowledge domains, which can explain why some preservice teachers achieve a high level of Technological Content Knowledge (TCK) and Technological Pedagogical knowledge (TPK) at each time point while others do not. The findings and their implications provide guidance for the development of preservice teachers' technological knowledge that facilitates technology-supported learning environments.
{"title":"Preservice Teachers’ Technology Integration Knowledge Development in an Online Technology-Based Course","authors":"Moe Greene, Sheng-Lun Cheng, Monty Jones","doi":"10.29333/iji.2023.16423a","DOIUrl":"https://doi.org/10.29333/iji.2023.16423a","url":null,"abstract":"Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers' technology integration knowledge development. It provides a new way to conceptualize and measure preservice teachers' technology integration knowledge growth in context. Multilevel modeling analysis was conducted to analyze the data gathered from 53 preservice teachers over two-time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants’ main TPACK knowledge domains were more stable than their integrated knowledge domains. It was also found that the technological knowledge (TK) domain played a more significant role in explaining the development of teachers’ TPACK. TK is critical for developing pre-service teachers’ TPACK integrated knowledge domains, which can explain why some preservice teachers achieve a high level of Technological Content Knowledge (TCK) and Technological Pedagogical knowledge (TPK) at each time point while others do not. The findings and their implications provide guidance for the development of preservice teachers' technological knowledge that facilitates technology-supported learning environments.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16418a
Alwaely Suad, Olga Tapalova, Anna Berestova, Svetlana Vlasova
The central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students’ motivation, students’ readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students’ abilities related to independent learning.
{"title":"The Impact of Moodle Learning Analytics on Students’ Performance and Motivation","authors":"Alwaely Suad, Olga Tapalova, Anna Berestova, Svetlana Vlasova","doi":"10.29333/iji.2023.16418a","DOIUrl":"https://doi.org/10.29333/iji.2023.16418a","url":null,"abstract":"The central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students’ motivation, students’ readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students’ abilities related to independent learning.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323785","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}
Sabina N. Valente, Abílio A. Lourenço, Sergio Dominguez-Lara, Tamara Mohorić, Vladimir Takšić
The Emotional Skills and Competence Questionnaire, as an emotional intelligence self-report measure
{"title":"Psychometric Properties of the Emotional Skills and Competence Questionnaire for Teachers","authors":"Sabina N. Valente, Abílio A. Lourenço, Sergio Dominguez-Lara, Tamara Mohorić, Vladimir Takšić","doi":"10.29333/iji.2023.1644a","DOIUrl":"https://doi.org/10.29333/iji.2023.1644a","url":null,"abstract":"The Emotional Skills and Competence Questionnaire, as an emotional intelligence self-report measure","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16448a
Asmahan Masry-Herzallah, Peleg Dor-Haim
This study examined Jewish and Arab graduate students` satisfaction and success in an asynchronous online course (OC) in Israel, analyzing the correlations between student characteristics/background, design features and learning outcomes. Guided by Bronfenbrener`s ecological model, the study employed quantitative and qualitative approaches. 174 students studying for master's degrees in education at a college in central Israel participated in the research, responding to a specially constructed online questionnaire as well as 12 semi-structured interviews. Additionally, the grades received by the students for their course assignments were analysed. Quantitative data analysis found: 1. Students` technological self-efficacy (TSE) predicts a correlation between intrinsic motivation and OC satisfaction. 2. The variables that predict the students' satisfaction with the OC: positive perception of the course assignments as understandable and useful; effectiveness of the learning process and good quality of communication with the lecturer. 3. The sector variable (Arab / Jewish) was found to moderate the correlation of the Jewish students' (JS) and Arab students' (AS) final grades with a contribution from various means of learning. Thus, when AS felt that they received a contribution from the use of more learning means, they achieved higher grades. The AS found it difficult to adapt to the independent learning style needed for the OC. Qualitative data, gathered from the open-ended questions and interviews with the students` were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed three categories described the differences in satisfaction between the JS and AS throughout the course: Learners' attitude toward a course built from assignments, learning independently, Contacting the lecturer for assistance. Theoretical and practical implications are noted.
{"title":"Higher Education Student Satisfaction and Success in Online Learning: An Ecological Perspective","authors":"Asmahan Masry-Herzallah, Peleg Dor-Haim","doi":"10.29333/iji.2023.16448a","DOIUrl":"https://doi.org/10.29333/iji.2023.16448a","url":null,"abstract":"This study examined Jewish and Arab graduate students` satisfaction and success in an asynchronous online course (OC) in Israel, analyzing the correlations between student characteristics/background, design features and learning outcomes. Guided by Bronfenbrener`s ecological model, the study employed quantitative and qualitative approaches. 174 students studying for master's degrees in education at a college in central Israel participated in the research, responding to a specially constructed online questionnaire as well as 12 semi-structured interviews. Additionally, the grades received by the students for their course assignments were analysed. Quantitative data analysis found: 1. Students` technological self-efficacy (TSE) predicts a correlation between intrinsic motivation and OC satisfaction. 2. The variables that predict the students' satisfaction with the OC: positive perception of the course assignments as understandable and useful; effectiveness of the learning process and good quality of communication with the lecturer. 3. The sector variable (Arab / Jewish) was found to moderate the correlation of the Jewish students' (JS) and Arab students' (AS) final grades with a contribution from various means of learning. Thus, when AS felt that they received a contribution from the use of more learning means, they achieved higher grades. The AS found it difficult to adapt to the independent learning style needed for the OC. Qualitative data, gathered from the open-ended questions and interviews with the students` were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed three categories described the differences in satisfaction between the JS and AS throughout the course: Learners' attitude toward a course built from assignments, learning independently, Contacting the lecturer for assistance. Theoretical and practical implications are noted.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324288","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：