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Developing technological pedagogical content knowledge skills during teaching practicum 在教学实习中发展技术教学内容知识技能
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26995
Muhamad Jaeni, Muhammad Ali Ghufron
This study investigates the efforts of Indonesian pre-service teachers in developing their technological pedagogical content knowledge (TPACK) skills during teaching practicum, explores the obstacles they encounter in this process, and examines their responses to the challenges of TPACK skills development. Employing qualitative narrative inquiry as the research method, the study interviews five pre-service teachers from various study programs to gain insights into their experiences. The findings demonstrate that Indonesian pre-service teachers employ diverse strategies to enhance their TPACK skills, including observing experienced teachers, participating in workshops or online courses, reading relevant literature on TPACK, and consistently integrating TPACK into their teaching practice. However, they face obstacles such as a lack of confidence in their teaching abilities, limited time and resources for reflective practice, and inadequate self-awareness regarding their skills. To overcome these obstacles, they respond by collaborating with peers and mentors, engaging in reflective teaching practice, and setting goals for each practicum session. The study provides valuable insights for teacher training institutions (TTIs), educators, practitioners, and policymakers, facilitating the implementation of more effective strategies for integrating TPACK in future events.
本研究调查了印尼职前教师在教学实习期间为发展其技术教学内容知识(TPACK)技能所做的努力,探讨了他们在这一过程中遇到的障碍,并研究了他们应对技术教学内容知识技能发展挑战的对策。本研究采用定性叙事调查作为研究方法,对来自不同学习项目的五名职前教师进行了访谈,以深入了解他们的经历。研究结果表明,印尼职前教师采用了多种策略来提高他们的TPACK技能,包括观察有经验的教师、参加工作坊或在线课程、阅读TPACK相关文献,以及不断将TPACK融入教学实践。然而,他们也面临着一些障碍,如对自己的教学能力缺乏信心,用于反思实践的时间和资源有限,以及对自己的技能缺乏足够的自我认识。为了克服这些障碍,他们与同伴和导师合作,参与反思性教学实践,并为每次实习设定目标。这项研究为教师培训机构(TTIs)、教育工作者、实践者和政策制定者提供了宝贵的见解,有助于在今后的活动中实施更有效的 TPACK 整合策略。
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引用次数: 0
Early childhood education pre-service teachers’ perception of outdoor learning 幼儿教育职前教师对户外学习的看法
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27069
Khairul Firdaus Ne'matullah, Rita Wong Mee Mee, Nabilah Abd Talib, Lim Seong Pek, Saturia Amiruddin, Md Rosli Ismail
Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate preservice teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.
户外学习包括广泛的教育活动,从当地的自然游戏区到正规的学校课程班。尽管越来越多的证据表明了户外学习的益处,但在马来西亚的幼儿教育体系中,户外学习仍未得到充分利用。因此,本研究旨在调查职前教师对户外学习对儿童福祉的影响的看法,因为未来教师的看法是预测他们未来是否有意使用户外学习的最重要指标。本研究采用定量方法,向 63 名就读于马来西亚雪兰莪大学的职前教师发放了调查问卷。根据调查结果,大多数受访者都认为户外学习有益于儿童的身心健康,尤其是他们的社会和心理健康。因此,本研究让我们深入了解了户外学习对儿童学习经验的重要意义,并认为应在课堂上更多地利用户外学习。
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引用次数: 0
The validity and reliability of professional learning community instruments in small schools peninsular Malaysia 马来西亚半岛小型学校专业学习社区工具的有效性和可靠性
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27178
Mohd Norlizam Mohd Razali, Aida Hanim A. Hamid, Bity Salwana Alias
A professional learning community (PLC) instrument was developed to determine the level of PLC practice in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All five constructs have high-reliability index values between 0.86–0.95. Next, the EFA analysis shows five dimensions in the PLC instrument with factor loadings ranging from 0.61–0.84. The findings also show that the variance explained in the data is 68.99% with an Eigenvalue greater than 1. This result indicates that all items are received with high approval. In addition, a very high-reliability coefficient value, α=0.96. The results prove that this PLC instrument has high validity and reliability and can measure the level of PLC implementation practices in small schools in Peninsular Malaysia.
本研究开发了一种专业学习社区(PLC)工具,以确定马来西亚半岛小型学校的 PLC 实践水平。这项研究在霹雳州和森美兰州进行,以确定问卷的可靠性和有效性。探索性因子分析(EFA)和项目可靠性分析被用来确定问卷的可靠性和有效性。接着,使用平均一致性百分比(ACP)来确定专家评估员之间的信度测试。在进行 EFA 检验之前,专家们批准了问卷的效度和信度。所有五个构念的信度指数值都在 0.86-0.95 之间。接下来,EFA 分析表明 PLC 工具有五个维度,因子载荷在 0.61-0.84 之间。结果还显示,数据的方差解释率为 68.99%,特征值大于 1。此外,可靠性系数 α=0.96 值也非常高。结果证明,该 PLC 工具具有很高的效度和信度,可以测量马来西亚半岛小型学校 PLC 的实施水平。
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引用次数: 0
Teacher’s management skills, well-being, religiosity, and academic motivation in Islamic education 伊斯兰教育中教师的管理技能、幸福感、宗教信仰和学习动机
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26894
Muhammad Thoyib, S. Subandi, Mispani Mispani, A. P. Maba, S. Suhono, Marlenatul Fitria
Research on student academic motivation in Islamic educational institutions is currently in need of attention, as there are many schools based on Islam that have been overlooked by researchers. This research aims to investigate the role of perceived teacher management skills, psychological well-being, and religiosity towards students’ academic motivation using data from Muslim participants. A cross-sectional design was used to achieve the research objectives. A total of 318 participants (Female=200, Male=118, age M=16.7, age SD=1.9) were voluntarily involved in this research. Participants were asked for their willingness to fill out five scales. The collected data was then analyzed using descriptive analysis and multiple linear regression after the required conditions were met. The results of the research indicate that academic motivation is well predicted by perceived teacher management skills and psychological well-being. These findings highlight the importance of teachers showing mastery of management skills, including skills in maintaining interpersonal relationships with students and parents, and designing programs that can foster the psychological well-being of students.
有关伊斯兰教育机构中学生学习动机的研究目前亟需关注,因为有许多基于伊斯兰教的学校一直被研究人员所忽视。本研究旨在利用穆斯林参与者的数据,调查感知到的教师管理技能、心理健康和宗教信仰对学生学习动机的作用。为实现研究目标,本研究采用了横断面设计。共有 318 名参与者(女=200,男=118,年龄 M=16.7,年龄 SD=1.9)自愿参与了本研究。研究人员要求参与者填写五份量表。在满足必要条件后,采用描述性分析和多元线性回归对收集到的数据进行了分析。研究结果表明,教师的管理技能和心理健康水平可以很好地预测学生的学习动机。这些研究结果凸显了教师掌握管理技能的重要性,包括与学生和家长保持人际关系的技能,以及设计能够促进学生心理健康的计划。
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引用次数: 0
The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem 学生的数学信念对解决数学问题的元认知能力的影响
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27117
M. Suliani, Dwi Juniati, A. Lukito
The current research aimed to understand the effect of mathematical beliefs of middle school students on their metacognitive skills in solving mathematical problems. In examining the matter, the study utilized a mixed method. In the first step, a linear regression test was utilized to determine the effect of belief on students’ metacognitive skills in solving geometry problems. Furthermore, a qualitative approach was used to compare the metacognitive skills of high and low-belief students. This study involved 72 middle school students sitting in the 8th grade at Tarakan 1 State Junior High School. Based on the linear regression results, it is known that students’ beliefs positively influenced their metacognitive skills in solving geometric problems. Furthermore, it was found that when both selected subjects with high and low beliefs started solving the problems, they started by planning. Then, they monitored what they had done, but there were differences in evaluating the solutions. Additionally, students who believe strongly in problem solving will be more aware of what they are thinking and thus have an impact on improving their learning outcomes.
本研究旨在了解初中生的数学信念对其解决数学问题的元认知能力的影响。在研究过程中,本研究采用了混合方法。首先,利用线性回归检验来确定信念对学生解决几何问题的元认知能力的影响。此外,还采用了定性方法来比较高信念和低信念学生的元认知能力。本研究涉及塔拉坎第一国立初级中学八年级的 72 名初中生。根据线性回归结果可知,学生的信念对他们解决几何问题的元认知能力有积极影响。此外,研究还发现,当信念高和信念低的被选对象开始解题时,他们都先制定计划。然后,他们对自己所做的事情进行监控,但在评价解决方案方面存在差异。此外,对解决问题有强烈信念的学生会更清楚自己在想什么,从而对提高学习成绩产生影响。
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引用次数: 0
Awareness, acceptability, congruency, and attainability of an academic institution’s vision, mission, goals, and objectives 学术机构的愿景、使命、目的和目标的认知度、可接受性、一致性和可实现性
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27162
Chriselda Saniata G. Niala, Dahlee S. Pascua
The mandate of Isabela State University is to deliver higher learning in the arts, agriculture, natural sciences, technology, and specialized disciplines. Hence, the institution executes a strategic vision, mission, goals, and objectives (VMGO) to meet the expectations of its stakeholders. This research examined the degree of stakeholders’ awareness, acceptance and understanding of the Isabela State University, College of Business, Accountancy, and Public Administration’s (ISU-CBAPA) VMGO; its congruence with the educational approaches of the faculty and resources of the institution in delivering quality education; and whether the program goals and objectives of the business programs were attained. A quantitative descriptive research method was used. The results indicate that the respondents are generally highly aware of the ISU-CBAPA VMGO and its dissemination. The respondents perfectly understand and accept the ISU-CBAPA VMGO and highly perceive the extent of its congruence with academic strategies, practices, and activities. In addition, all respondents perceived that the ISU-CBAPA VMGO is being realized and favorably attained, despite the significant differences found. Recommendations include intensifying VMGO dissemination to external stakeholders, emphasizing VMGO commitments toward its realization, and emphasizing improvement on the students’ development of professional skills, research capabilities, and competencies, and their readiness for employment and/or managing a business.
伊莎贝拉州立大学的任务是提供艺术、农业、自然科学、技术和专业学科方面的高等教育。因此,该机构执行战略愿景、使命、目标和目的(VMGO),以满足利益相关者的期望。本研究考察了利益相关者对伊莎贝拉州立大学商业、会计和公共管理学院(ISU-CBAPA)《愿景、使命、目标和宗旨》的认识、接受和理解程度;《愿景、使命、目标和宗旨》与该学院教师的教育方法和资源在提供优质教育方面的一致性;以及是否实现了商业项目的计划目标和目的。研究采用了定量描述性研究方法。结果表明,受访者普遍高度了解 ISU-CBAPA VMGO 及其传播。受访者完全理解并接受ISU-CBAPA VMGO,并高度认同其与学术战略、实践和活动的一致性。此外,尽管存在显著差异,但所有受访者都认为 ISU-CBAPA VMGO 正在实现并取得了良好效果。建议包括:加强向外部利益相关者宣传VMGO,强调VMGO对实现VMGO的承诺,强调提高学生的专业技能、研究能力和胜任能力,以及为就业和/或管理企业做好准备。
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引用次数: 0
Entrepreneurship skills framework for fostering the employability of industrial technology students 培养工业技术专业学生就业能力的创业技能框架
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27246
Olojuolawe Rufus Sunday, Osuntuyi Edward Olusola, Ibidapo Abel Bamidele, Adegboye Oluwadamilola Olalekan
The rising rate of youth unemployment and its attendant consequences on the general populace in Nigeria has assumed a frightening dimension. The academia and other relevant stakeholders have gradually come to realize that the possession of academic qualifications alone cannot guarantee a good quality job. Nigerian higher intuitions are now introducing entrepreneurship studies in their school curriculum without a clear framework. Research has shown that this does not guarantee total graduates unless we have an entrepreneurship skills framework that is functional and discipline-based. Noting that entrepreneurship is classified into two folds; entrepreneurship specific and entrepreneurship mindset, this study intends to develop an entrepreneurship skills framework that will promote the employability of the students of Electrical Technology in Colleges of Education in Nigeria. The survey research that employs the sequential exploratory mixed methods was used for the study. The population for this phase consists of entrepreneurs and academics in Nigeria. The use of the partial credit model in the Rasch analysis model guaranteed the consensus of the experts on each of the items being measured. The outcome of the study will contribute to the social-economic peace and sustainability in Nigeria and the body of knowledge in entrepreneurship regarding electrical technology.
尼日利亚青年失业率的上升及其对普通民众造成的后果已经到了令人恐惧的地步。学术界和其他相关利益攸关方逐渐认识到,仅仅拥有学历并不能保证获得高质量的工作。尼日利亚的高等院校目前正在学校课程中引入创业研究,但没有明确的框架。研究表明,除非我们有一个功能性的、以学科为基础的创业技能框架,否则这并不能保证全部毕业生。本研究注意到创业分为两个方面:具体创业和创业思维,因此打算制定一个创业技能框架,以提高尼日利亚教育学院电气技术专业学生的就业能力。本研究采用了顺序探索混合法的调查研究。本阶段的研究对象包括尼日利亚的企业家和学者。Rasch 分析模型中部分信用模型的使用保证了专家们对每个测量项目的共识。本研究的成果将有助于尼日利亚社会经济的和平与可持续发展,并有助于电气技术方面的创业知识体系。
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引用次数: 0
English as a foreign language lecturers’ language power bases in the high context culture of Toraja 托拉贾高语境文化中英语作为外语讲师的语言权力基础
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26260
Markus Deli Girik Allo, Nilma Taula’bi’, Elim Trika Sudarsi
This study overviews the English as a foreign language (EFL) lecturers’ language power bases in the high-context culture of Toraja. The writer applied a qualitative study method with a case study design. The writer applied purposive sampling and the subjects of this study are three EFL lecturers. The writer got the data through video observation and interviews. The data analysis technique used is using transcription and coding. It is revealed that the characteristics of lecturers’ behaviors and communication strategies associated with the five bases of power-referent power, coercive power, reward power, legitimate power, and expert power-were observed in the high context culture of Toraja, a common cultural practice among the Toraja learners. Referent power was evident when the lecturer was able to establish a connection with the learners based on shared cultural norms. Coercive power was demonstrated when the lecturer used guilt to pressure learners who were unwilling to do a class presentation. Reward power was characterized by the lecturer providing incentives to learners who complied with requests. Legitimate power was observed when the lecturer maintained strict control over the classroom. Additionally, expert power was identified when the lecturer shared their knowledge and expertise in addressing gaps in the study area.
本研究概述了 Toraja 高语境文化中英语作为外语(EFL)讲师的语言权力基础。作者采用了案例研究设计的定性研究方法。作者采用了目的取样法,研究对象是三位 EFL 讲师。作者通过视频观察和访谈获得数据。采用的数据分析技术是转录和编码。研究发现,在 Toraja 高语境文化中,讲师的行为和交流策略与五种权力基础--参考权力、强制权力、奖励权力、合法权力和专家权力--相关联,这在 Toraja 学习者中是一种常见的文化习俗。当讲师能够根据共同的文化规范与学习者建立联系时,推荐权力就会显现出来。当讲师利用内疚感向不愿做课堂发言的学员施压时,就体现出了强制力。奖励权力的特点是,讲师向遵守要求的学员提供奖励。当讲师严格控制课堂时,就会出现合法权力。此外,当讲师分享他们的知识和专业技能以弥补学习领域的不足时,就会出现专家权力。
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引用次数: 0
School counselors as agents of peace in the school: a systematic literature review 学校辅导员作为学校和平的推动者:系统文献综述
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.25758
Wahyu Nanda Eka Saputra, P. S. Rohmadheny, Farid Suryanto
Adolescence is a critical phase that can raise a problem, one of which is violence. This condition harms the dynamics of academic activities at school if they do not immediately find a solution. One party that has a central role in character development to suppress student violence is school counselors. This research is a systematic literature review that describes the counselor’s role as an agent of peace whose primary focus is to build a culture of peace in the school environment. The results showed that counselors used two pillars of service to create a culture of peace in schools, namely peace guidance and peace counseling. This paper discusses operational descriptions for each of the posts to build a culture of peace in the school environment. This results should serve as a reference for school counselors in supporting their programs to reduce violence in schools. Besides, this study also recommends conducting further research to create a guidance and counseling program to reduce violence among adolescents in schools.
青春期是一个可能引发问题的关键阶段,暴力就是其中之一。如果不立即找到解决办法,这种情况就会损害学校学术活动的活力。学校辅导员在抑制学生暴力的品格培养方面发挥着核心作用。本研究通过系统的文献综述,描述了辅导员作为和平使者的角色,其主要重点是在学校环境中建立和平文化。研究结果表明,辅导员利用两大服务支柱在学校创建和平文化,即和平指导与和平咨询。本文讨论了在学校环境中建设和平文化的各个岗位的操作说明。这一结果应作为学校辅导员支持其减少校园暴力计划的参考。此外,本研究还建议开展进一步研究,以创建减少青少年校园暴力的指导和咨询项目。
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引用次数: 0
Educational video games to improve the learning process 改善学习过程的教育视频游戏
Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26432
Alejandro Cachay-Gutierrez, M. Cabanillas-Carbonell
The pandemic has made us quickly migrate to virtual environments, for this reason, we must look for quality education mechanisms, thus continuing with the same level of traditional teaching. This research aims to determine the influence of an educational video game in improving the learning process, for which a study was carried out on first-cycle university students. The level of the research is explanatory, of the applied type, with a quantitative approach and quasi-experimental design. We worked with two groups already formed in which 65 students participated. The following results were obtained: an increase in the grade of motivation of 12.9%, an improvement in the acquired knowledge indicator of 46.34%, and an improvement in the obtained qualification indicator of 12.77%. Therefore, it is concluded that an educational video game influences the motivation, acquisition, and application of learning.
大流行病使我们迅速迁移到虚拟环境中,为此,我们必须寻求优质教育机制,从而继续保持传统教学的同等水平。本研究旨在确定教育视频游戏对改善学习过程的影响,为此对第一阶段的大学生进行了研究。研究的层次是解释性的,属于应用类型,采用定量方法和准实验设计。我们与 65 名学生组成的两个小组进行了合作。研究结果如下:学习积极性提高了 12.9%,获得的知识指标提高了 46.34%,获得的资格指标提高了 12.77%。因此,可以得出结论,教育视频游戏对学习动机、知识掌握和应用都有影响。
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引用次数: 0
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International Journal of Evaluation and Research in Education (IJERE)
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