Pub Date : 2024-06-01DOI: 10.11591/ijere.v13i3.27149
Nurly Meilinda, Billy K. Sarwono, Ummi Salamah
This research aims at analyzing how COVID-19 discourse in the world of education unfolds in the Indonesian Twittersphere by separating public discourse in transition periods, large-scale social restrictions (PSBB), and imposition of emergency restrictions toward community activities (PPKM) and PPKM level 1 to 4. This research used qualitative approach and employed the Domestication Theory to provide a deeper understanding of how individuals integrate technology into their everyday lives. The dataset consisting of 3,196,627 tweets from two keywords and two hashtags was collected and analyzed using corpus linguistics techniques. This study found the emergence of the five main theme groups suggests that users have tried to make sense of and adapt to this new digital learning environment, while also expressing their frustrations and concerns. This highlights the importance of understanding how users domesticate technology and incorporate it into their social and cultural practices. The practical implications of this research include the need to address not only the technical aspects of online learning but also the psychological and social well-being of students, as they navigate this new learning environment.
{"title":"Domestication theory in action: Indonesian Twitter corpus analysis during distance learning","authors":"Nurly Meilinda, Billy K. Sarwono, Ummi Salamah","doi":"10.11591/ijere.v13i3.27149","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27149","url":null,"abstract":"This research aims at analyzing how COVID-19 discourse in the world of education unfolds in the Indonesian Twittersphere by separating public discourse in transition periods, large-scale social restrictions (PSBB), and imposition of emergency restrictions toward community activities (PPKM) and PPKM level 1 to 4. This research used qualitative approach and employed the Domestication Theory to provide a deeper understanding of how individuals integrate technology into their everyday lives. The dataset consisting of 3,196,627 tweets from two keywords and two hashtags was collected and analyzed using corpus linguistics techniques. This study found the emergence of the five main theme groups suggests that users have tried to make sense of and adapt to this new digital learning environment, while also expressing their frustrations and concerns. This highlights the importance of understanding how users domesticate technology and incorporate it into their social and cultural practices. The practical implications of this research include the need to address not only the technical aspects of online learning but also the psychological and social well-being of students, as they navigate this new learning environment.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"60 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231294","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.27145
Rahmat Aziz, Mulyadi Mulyadi, Muhammad Samsul Hadi, Esa Nur Wahyuni, Rubaidi Rubaidi
Students’ well-being is a fundamental goal in education. The school has a strategic role in developing students’ well-being. This study elaborates on teachers’ classroom activities to develop students’ well-being. The research employed a mixed-method sequential explanatory approach. There were 1,100 students from 11 junior high schools in East Java Province, Indonesia, provided quantitative data. Four teachers provided qualitative data. Descriptive and regression analysis techniques were used for analyzing quantitative data, while thematic analysis was used for analyzing qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ well-being. The findings also showed four teacher strategies for developing students’ well-being, namely: creating harmonious relationships with students, developing student potential, helping students with difficulties, and creating rules to make students comfortable being in school. The ability of teachers to manage learning in the classroom affects the high level of students’ well-being. The results have implications for the development of students’ well-being through positive teachers teaching.
{"title":"Students’ well-being development in the classroom: a mixed-method study","authors":"Rahmat Aziz, Mulyadi Mulyadi, Muhammad Samsul Hadi, Esa Nur Wahyuni, Rubaidi Rubaidi","doi":"10.11591/ijere.v13i3.27145","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27145","url":null,"abstract":"Students’ well-being is a fundamental goal in education. The school has a strategic role in developing students’ well-being. This study elaborates on teachers’ classroom activities to develop students’ well-being. The research employed a mixed-method sequential explanatory approach. There were 1,100 students from 11 junior high schools in East Java Province, Indonesia, provided quantitative data. Four teachers provided qualitative data. Descriptive and regression analysis techniques were used for analyzing quantitative data, while thematic analysis was used for analyzing qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ well-being. The findings also showed four teacher strategies for developing students’ well-being, namely: creating harmonious relationships with students, developing student potential, helping students with difficulties, and creating rules to make students comfortable being in school. The ability of teachers to manage learning in the classroom affects the high level of students’ well-being. The results have implications for the development of students’ well-being through positive teachers teaching.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"55 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232261","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.27119
Chatterjee Sahani, G. S. Prakasha
This scoping review aims to provide an overview of empirical studies on worldwide museum visit intervention in K-12 education. The study employed Mendeley citation software to identify the articles in the database. A meta-analysis PRISMA statement is used for reporting the items. Out of 135 possibly rich articles, the present study reviewed 18 studies that met the inclusion criteria and were subjected to descriptive and content analyses published between 2017 and 2021. Most of the studies are experimental and from primary school contexts. It is revealed that science is the subject matter context majority of the studies, but philosophy, disaster management, language, and environmental science are also represented. The content analysis resulted in the following learning and social outcomes. It states that social outcome is explored chiefly, followed by learning outcome. The findings indicate that museum visit intervention positively impacts students learning and social outcome. The review also identifies the need for further research on museum visit intervention in the Asia Pacific region.
{"title":"Museum visit intervention in K-12 education: a scoping review","authors":"Chatterjee Sahani, G. S. Prakasha","doi":"10.11591/ijere.v13i3.27119","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27119","url":null,"abstract":"This scoping review aims to provide an overview of empirical studies on worldwide museum visit intervention in K-12 education. The study employed Mendeley citation software to identify the articles in the database. A meta-analysis PRISMA statement is used for reporting the items. Out of 135 possibly rich articles, the present study reviewed 18 studies that met the inclusion criteria and were subjected to descriptive and content analyses published between 2017 and 2021. Most of the studies are experimental and from primary school contexts. It is revealed that science is the subject matter context majority of the studies, but philosophy, disaster management, language, and environmental science are also represented. The content analysis resulted in the following learning and social outcomes. It states that social outcome is explored chiefly, followed by learning outcome. The findings indicate that museum visit intervention positively impacts students learning and social outcome. The review also identifies the need for further research on museum visit intervention in the Asia Pacific region.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"55 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232266","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.28096
Wahyu Nanda Eka Saputra, Trikinasih Handayani, Agus Supriyanto, Waharjani Waharjani, Salleh Amat, Arif Budi Prasetya, P. S. Rohmadheny, Yuliyanti Indriani Rahayu
A culture of peace is a condition that school members covet. Indonesia and Malaysia are two neighboring countries that support implementing peace education. Even though the two countries are allied and neighbors, each country has uniqueness, including implementing peace education. This study aims to describe the role of peace educators in Indonesian and Malaysian schools. Systematic literature reviews identify the position of peace educators in building a culture of peace in schools. The study uses eight main articles to describe the role of peace educators in Indonesia and Malaysia. The selected articles were analyzed by data extraction. The study results show that peace educators in Indonesia and Malaysia have different characteristics. Peace educators in Indonesia focus more on efforts to suppress student violence. Meanwhile, peace educators in Malaysia focus on building a constructive mindset towards all forms of experiences experienced by students. The study recommends further research to create a unique model of peace education according to the characteristics of students in Indonesia and Malaysia.
{"title":"The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia","authors":"Wahyu Nanda Eka Saputra, Trikinasih Handayani, Agus Supriyanto, Waharjani Waharjani, Salleh Amat, Arif Budi Prasetya, P. S. Rohmadheny, Yuliyanti Indriani Rahayu","doi":"10.11591/ijere.v13i3.28096","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.28096","url":null,"abstract":"A culture of peace is a condition that school members covet. Indonesia and Malaysia are two neighboring countries that support implementing peace education. Even though the two countries are allied and neighbors, each country has uniqueness, including implementing peace education. This study aims to describe the role of peace educators in Indonesian and Malaysian schools. Systematic literature reviews identify the position of peace educators in building a culture of peace in schools. The study uses eight main articles to describe the role of peace educators in Indonesia and Malaysia. The selected articles were analyzed by data extraction. The study results show that peace educators in Indonesia and Malaysia have different characteristics. Peace educators in Indonesia focus more on efforts to suppress student violence. Meanwhile, peace educators in Malaysia focus on building a constructive mindset towards all forms of experiences experienced by students. The study recommends further research to create a unique model of peace education according to the characteristics of students in Indonesia and Malaysia.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"40 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232436","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.26180
J. Jufrida, W. Kurniawan, F. R. Basuki
Ethnoscience learning is an activity that connects local wisdom or cultural with science concepts. A mixed method study with an embedded design was used to describe how do teachers apply ethnoscience learning to increase scientific literacy. A total of 90 students grade 8th in District Muaro Jambi were involved in this study consisted of three classes. In-depth interviews and observations were conducted to collect qualitative data. The observation was used to determine the suitability of learning with the lesson plan. Deep interviews were used to explore teacher and student experiences in implementing ethnoscience learning. A teacher and three students were randomly selected as key informants. The quantitative data were collected by scientific literacy test that consisted of ten multiple choices. It has been tested for validity and reliability. The result of the reliability test is 0.85 with a very high category. Increase in scientific literacy is measured by normalized gain (N-gain). The analysis of variance (ANOVA) test was applied to determine scientific literacy differences between groups. Ethnoscience learning had been implemented by teacher in three different class on topic simple machines. It was designed by integrating local wisdom as a context for finding scientific concepts. The learning was designed by following a discovery model. The implementation of ethnoscience learning can increase scientific literacy with medium category. There was no significant difference between three classes.
{"title":"Ethnoscience learning: how do teacher implementing to increase scientific literacy in junior high school","authors":"J. Jufrida, W. Kurniawan, F. R. Basuki","doi":"10.11591/ijere.v13i3.26180","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26180","url":null,"abstract":"Ethnoscience learning is an activity that connects local wisdom or cultural with science concepts. A mixed method study with an embedded design was used to describe how do teachers apply ethnoscience learning to increase scientific literacy. A total of 90 students grade 8th in District Muaro Jambi were involved in this study consisted of three classes. In-depth interviews and observations were conducted to collect qualitative data. The observation was used to determine the suitability of learning with the lesson plan. Deep interviews were used to explore teacher and student experiences in implementing ethnoscience learning. A teacher and three students were randomly selected as key informants. The quantitative data were collected by scientific literacy test that consisted of ten multiple choices. It has been tested for validity and reliability. The result of the reliability test is 0.85 with a very high category. Increase in scientific literacy is measured by normalized gain (N-gain). The analysis of variance (ANOVA) test was applied to determine scientific literacy differences between groups. Ethnoscience learning had been implemented by teacher in three different class on topic simple machines. It was designed by integrating local wisdom as a context for finding scientific concepts. The learning was designed by following a discovery model. The implementation of ethnoscience learning can increase scientific literacy with medium category. There was no significant difference between three classes.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233718","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 aimed to determine the total contribution of servant leadership variables directly or indirectly to the innovative work behavior of high school teachers. The research respondents were 158 teachers from Jakarta Capital Special Region, Bogor Regency, Bekasi City, and Bandung Regency, Indonesia. Data analysis technique using path analysis. The results showed that the total direct and indirect contribution of servant leadership variables to innovative work behavior through knowledge sharing was 97.3%. The remaining 2.7% comes from variables not examined in this study. The implications of this research can be used by school principals and education policymakers at the national and regional levels to strengthen servant leadership to create knowledge sharing in strengthening the innovative work behavior of teachers in senior high schools.
{"title":"The total contribution of the direct and indirect influence of servant leadership on innovative work behavior","authors":"Rendika Vhalery, Hendro Prasetyono, Ira Pratiwi Ramdayana, Salmin Salmin, Widya Priska Anggraini","doi":"10.11591/ijere.v13i3.27173","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27173","url":null,"abstract":"This study aimed to determine the total contribution of servant leadership variables directly or indirectly to the innovative work behavior of high school teachers. The research respondents were 158 teachers from Jakarta Capital Special Region, Bogor Regency, Bekasi City, and Bandung Regency, Indonesia. Data analysis technique using path analysis. The results showed that the total direct and indirect contribution of servant leadership variables to innovative work behavior through knowledge sharing was 97.3%. The remaining 2.7% comes from variables not examined in this study. The implications of this research can be used by school principals and education policymakers at the national and regional levels to strengthen servant leadership to create knowledge sharing in strengthening the innovative work behavior of teachers in senior high schools.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"5 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230010","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.26940
S. Sugiarti, Arti Prihartini, Atika Permata Sari, G. Zamahsari
The growth mindset is essential for learning because students encounter numerous obstacles during the pandemic. However, only a few studies have examined research trends in growth mindset pedagogy. In filling this gap, this study aims to conduct a bibliometric study using the growth mindset pedagogy during the pandemic. Data from 81 Scopus-sourced scholarly articles on growth mindset in education from 2020–2022 was used. VOSviewer qualitatively analyzed the data. Results showed that the research cluster’s growth mindset is diverse and adaptive to learning dynamics, notably during the COVID-19 pandemic. Several research clusters examined instructors, students, and parents’ roles in learning. Another cluster focuses on academic achievement and teacher efforts to improve student performance. The research addresses student issues like depression, academic fatigue, and suicide ideation. Research on a growth mindset in education has grown quantitatively since 2021. Clusters 1, 2, and 4, 5 have the most research on active learning design to improve student academic performance and accomplishment through teachers and other supporting elements. Even though academic fatigue can lead to depression and suicidal ideation, research on academic achievement-related student issues is scarce. In conclusion, a growth mindset can significantly enhance academic performance and solve learning problems.
{"title":"Developing a growth mindset in education: a bibliometric analysis and its challenge during pandemic","authors":"S. Sugiarti, Arti Prihartini, Atika Permata Sari, G. Zamahsari","doi":"10.11591/ijere.v13i3.26940","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26940","url":null,"abstract":"The growth mindset is essential for learning because students encounter numerous obstacles during the pandemic. However, only a few studies have examined research trends in growth mindset pedagogy. In filling this gap, this study aims to conduct a bibliometric study using the growth mindset pedagogy during the pandemic. Data from 81 Scopus-sourced scholarly articles on growth mindset in education from 2020–2022 was used. VOSviewer qualitatively analyzed the data. Results showed that the research cluster’s growth mindset is diverse and adaptive to learning dynamics, notably during the COVID-19 pandemic. Several research clusters examined instructors, students, and parents’ roles in learning. Another cluster focuses on academic achievement and teacher efforts to improve student performance. The research addresses student issues like depression, academic fatigue, and suicide ideation. Research on a growth mindset in education has grown quantitatively since 2021. Clusters 1, 2, and 4, 5 have the most research on active learning design to improve student academic performance and accomplishment through teachers and other supporting elements. Even though academic fatigue can lead to depression and suicidal ideation, research on academic achievement-related student issues is scarce. In conclusion, a growth mindset can significantly enhance academic performance and solve learning problems.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230704","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.26974
Ike Dwiastuti, Wiwin Hendriani, Fitri Andriani
Student integration is a student’s ability to integrate into the social and academic systems of the university. Integration of students has been shown to affect how well they do on campus, which helps them finish higher education. The integration scale (IS) measures integration ability that meets the principle of simplicity. The integration scale is formed of 16 items divided into five aspects and two factors. This study aimed to adapt and validate IS instruments for the Indonesian university student population. The research methods complied with the six-step procedures the International Test Commission set out. A total of 309 participants were undergraduate students. They were between 17 and 23 years old (mean=19.42, SD=1.11 years), with 247 females (79.94%) and 62 males (20.06%). The results of the confirmatory factor analysis revealed that a total of 16 items were valid and reliable. Three models that have acceptable fits were confirmed. The results demonstrate that the Indonesian integration scale measures undergraduate student integration with comparable precision to the original scale. This scale can identify students who require academic and social integration assistance and evaluate the institution’s role in academic development.
{"title":"Adaptation and validation the integration scale for Indonesian university students: academic and social","authors":"Ike Dwiastuti, Wiwin Hendriani, Fitri Andriani","doi":"10.11591/ijere.v13i3.26974","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26974","url":null,"abstract":"Student integration is a student’s ability to integrate into the social and academic systems of the university. Integration of students has been shown to affect how well they do on campus, which helps them finish higher education. The integration scale (IS) measures integration ability that meets the principle of simplicity. The integration scale is formed of 16 items divided into five aspects and two factors. This study aimed to adapt and validate IS instruments for the Indonesian university student population. The research methods complied with the six-step procedures the International Test Commission set out. A total of 309 participants were undergraduate students. They were between 17 and 23 years old (mean=19.42, SD=1.11 years), with 247 females (79.94%) and 62 males (20.06%). The results of the confirmatory factor analysis revealed that a total of 16 items were valid and reliable. Three models that have acceptable fits were confirmed. The results demonstrate that the Indonesian integration scale measures undergraduate student integration with comparable precision to the original scale. This scale can identify students who require academic and social integration assistance and evaluate the institution’s role in academic development.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"22 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234987","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.27617
Saidil Mursali, U. S. Hastuti, Siti Zubaidah, Fatchur Rohman
This study aims to improve and describe science process skills (SPS) and conceptual understanding (CU) college students through guided inquiry learning with Moodle (GI-Moodle). This quasi-experimental study used a pretest-posttest non-equivalent control group design. College students taking general biology courses at Faculty of Applied Science and Engineering (FSTT), Universitas Pendidikan Mandalika (UNDIKMA) participated in this study. They were divided into three classes: the experiment, control 1, and control 2. Their SPS was measured using an essay test instrument containing 18 items, while the CU was examined using 50 items multiple choice test and 5 items essay test. The obtained data were analyzed using the analysis of covariance (ANCOVA) test. The analysis results identified different average students’ SPS and CU before and after they attended the learning processes using GI-Moodle, guided inquiry with WhatsApp group (GI-WAG), and structured inquiry with WhatsApp group (SI-WAG). The experiment class attended learning using GI-Moodle presented a more significant increase of SPS and CU than the students attending the other two learning with GI-WAG and SI-WAG. Therefore, the GI with Moodle learning can be used to improve students’ SPS and CU during post COVID-19 pandemic. Besides, further studies are suggested to use a more number and broader participants and identify the influence of GI-Moodle on other variables.
{"title":"Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding","authors":"Saidil Mursali, U. S. Hastuti, Siti Zubaidah, Fatchur Rohman","doi":"10.11591/ijere.v13i3.27617","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27617","url":null,"abstract":"This study aims to improve and describe science process skills (SPS) and conceptual understanding (CU) college students through guided inquiry learning with Moodle (GI-Moodle). This quasi-experimental study used a pretest-posttest non-equivalent control group design. College students taking general biology courses at Faculty of Applied Science and Engineering (FSTT), Universitas Pendidikan Mandalika (UNDIKMA) participated in this study. They were divided into three classes: the experiment, control 1, and control 2. Their SPS was measured using an essay test instrument containing 18 items, while the CU was examined using 50 items multiple choice test and 5 items essay test. The obtained data were analyzed using the analysis of covariance (ANCOVA) test. The analysis results identified different average students’ SPS and CU before and after they attended the learning processes using GI-Moodle, guided inquiry with WhatsApp group (GI-WAG), and structured inquiry with WhatsApp group (SI-WAG). The experiment class attended learning using GI-Moodle presented a more significant increase of SPS and CU than the students attending the other two learning with GI-WAG and SI-WAG. Therefore, the GI with Moodle learning can be used to improve students’ SPS and CU during post COVID-19 pandemic. Besides, further studies are suggested to use a more number and broader participants and identify the influence of GI-Moodle on other variables.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"29 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234916","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 : 2024-06-01DOI: 10.11591/ijere.v13i3.27266
M. Meilinda, R. Putri, Z. Zulkardi, R. Inderawati, Try Desnita
This study examined the efficacy of collaborative teaching using a projectbased learning (PjBL) worksheet on plastic waste and climate change. The research design followed a type-II development approach, with two distinct phases: exploration and development, and collaborative teaching. The study involved five science teachers, two lecturers, and 45 seventh-grade students in three limited field trials. The study found that collaborative teaching through worksheet development could increase science teachers’ professionalism, particularly in the collegial phase. Furthermore, the study developed a valid PjBL-based worksheet on plastic waste and climate change, aligning with the 2013 curriculum for science instruction in junior high school, involving three core competencies. The research design employed a lesson study framework, which allowed for a thorough exploration of the research topic, leading to the development of effective instructional material. The findings of this study have significant implications for science education in junior high school, particularly in promoting active learning and fostering a deeper understanding of complex environmental issues. Overall, the study highlights the importance of collaborative teaching and the potential of PjBL-based worksheets in enhancing teacher competence and developing relevant instructional materials that align with the curriculum.
{"title":"Enhancing teacher competence through collaborative worksheet development: an empirical investigation","authors":"M. Meilinda, R. Putri, Z. Zulkardi, R. Inderawati, Try Desnita","doi":"10.11591/ijere.v13i3.27266","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27266","url":null,"abstract":"This study examined the efficacy of collaborative teaching using a projectbased learning (PjBL) worksheet on plastic waste and climate change. The research design followed a type-II development approach, with two distinct phases: exploration and development, and collaborative teaching. The study involved five science teachers, two lecturers, and 45 seventh-grade students in three limited field trials. The study found that collaborative teaching through worksheet development could increase science teachers’ professionalism, particularly in the collegial phase. Furthermore, the study developed a valid PjBL-based worksheet on plastic waste and climate change, aligning with the 2013 curriculum for science instruction in junior high school, involving three core competencies. The research design employed a lesson study framework, which allowed for a thorough exploration of the research topic, leading to the development of effective instructional material. The findings of this study have significant implications for science education in junior high school, particularly in promoting active learning and fostering a deeper understanding of complex environmental issues. Overall, the study highlights the importance of collaborative teaching and the potential of PjBL-based worksheets in enhancing teacher competence and developing relevant instructional materials that align with the curriculum.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231696","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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