Sucipto Sucipto, Burhan Hambali, Agus Gumilar, Lutfi Nur
Issues related to gender and learning approaches in physical education are still interesting issues, the trend of research on these variables is still being carried out from year to year, but the research that combines learning approaches and gender as independent variables has not been widely carried out, especially studies in the development of student enjoyment in physical education learning. This study aims to examine the effect of the learning approach and gender on students' enjoyment. This study is an experimental study involving 56 students (28 boys, 28 girls) with an age range of 13-14 years who were divided into four groups. The research instrument used was the Physical Activity Enjoyment Scale Questionnaire (PACES) to determine the level of student enjoyment during physical education learning. Data analysis was performed using Two Way Anova. The results of the analysis show that (1) the learning approach (technical and tactical) has been shown to have a significant effect on students' enjoyment of learning, and (2) Gander (male and female) has been shown to have a univariately significant effect on student enjoyment, (3) there is no interaction between gender and learning approach to student enjoyment. The findings of the analysis prove that the learning approach is one of the indicators in the development of enjoyment. It is assumed that the tactical and technical approaches are packaged in engaging learning scenarios so that both male and female students feel comfortable in carrying out the learning process. Based on the results of the analysis, it can be concluded that the learning approach and gender affect the development of students' enjoyment. Partially, the tactical approach proved to have a higher impact than the technical approach. Meanwhile, in terms of gender, male students were shown to have a higher impact than female students on the development of student enjoyment in learning physical education
{"title":"Enjoyment in physical education learning: The effect of learning approach and gender","authors":"Sucipto Sucipto, Burhan Hambali, Agus Gumilar, Lutfi Nur","doi":"10.21831/cp.v42i3.54218","DOIUrl":"https://doi.org/10.21831/cp.v42i3.54218","url":null,"abstract":"Issues related to gender and learning approaches in physical education are still interesting issues, the trend of research on these variables is still being carried out from year to year, but the research that combines learning approaches and gender as independent variables has not been widely carried out, especially studies in the development of student enjoyment in physical education learning. This study aims to examine the effect of the learning approach and gender on students' enjoyment. This study is an experimental study involving 56 students (28 boys, 28 girls) with an age range of 13-14 years who were divided into four groups. The research instrument used was the Physical Activity Enjoyment Scale Questionnaire (PACES) to determine the level of student enjoyment during physical education learning. Data analysis was performed using Two Way Anova. The results of the analysis show that (1) the learning approach (technical and tactical) has been shown to have a significant effect on students' enjoyment of learning, and (2) Gander (male and female) has been shown to have a univariately significant effect on student enjoyment, (3) there is no interaction between gender and learning approach to student enjoyment. The findings of the analysis prove that the learning approach is one of the indicators in the development of enjoyment. It is assumed that the tactical and technical approaches are packaged in engaging learning scenarios so that both male and female students feel comfortable in carrying out the learning process. Based on the results of the analysis, it can be concluded that the learning approach and gender affect the development of students' enjoyment. Partially, the tactical approach proved to have a higher impact than the technical approach. Meanwhile, in terms of gender, male students were shown to have a higher impact than female students on the development of student enjoyment in learning physical education","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296431","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}
Efforts to continuously improve teacher competence need to be supported by the availability of empirical data through various studies. Data on teacher competence in Indonesia have so far been carried out by the government through the National Teacher Competency Test (NTCT) whose instruments were prepared based on indicators of professional teachers who master the competencies of the field of study and pedagogical competencies. The result was that most teachers in Indonesia did not pass the competency test. This article tries to describe user-based teacher competencies in this case, students. How students evaluate their teachers will be able to be a portrait from a different angle with NTCT. Through a questionnaire on student perceptions of teacher performance in online learning, it can provide an overview of the level of user satisfaction with teacher performance. The study involved 569 high school students from public and private schools, as well as urban and rural schools. The questionnaire was conducted through a google form and the results showed that according to student assessments, teachers were relatively ready to manage online learning. Passing the second year of online learning has been well addressed by teachers in improving self-competence. According to students, teachers are capable to use various technology platforms and media in virtual learning.
{"title":"Student perceptions on high school teachers’ competence in online teaching","authors":"Dwiyanto Djoko Pranowo, Suwarna Dwijonagoro, Roswita Lumban Tobing, Sirima Purinthrapibal","doi":"10.21831/cp.v42i3.59237","DOIUrl":"https://doi.org/10.21831/cp.v42i3.59237","url":null,"abstract":"Efforts to continuously improve teacher competence need to be supported by the availability of empirical data through various studies. Data on teacher competence in Indonesia have so far been carried out by the government through the National Teacher Competency Test (NTCT) whose instruments were prepared based on indicators of professional teachers who master the competencies of the field of study and pedagogical competencies. The result was that most teachers in Indonesia did not pass the competency test. This article tries to describe user-based teacher competencies in this case, students. How students evaluate their teachers will be able to be a portrait from a different angle with NTCT. Through a questionnaire on student perceptions of teacher performance in online learning, it can provide an overview of the level of user satisfaction with teacher performance. The study involved 569 high school students from public and private schools, as well as urban and rural schools. The questionnaire was conducted through a google form and the results showed that according to student assessments, teachers were relatively ready to manage online learning. Passing the second year of online learning has been well addressed by teachers in improving self-competence. According to students, teachers are capable to use various technology platforms and media in virtual learning.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296578","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}
Writing difficulty and constraints have gained much attention and research locally and overseas. However, the writing difficulty EFL male and female writers perceived in developing argumentative essays was still little in literature. To fill the void, this concurrent mixed method study aimed to scrutinize the variation and frequency and explore the perceptions of being argumentative writers among 113 EFL university students in Jakarta, Indonesia. Through a survey and the framework of interpretative phenomenological analysis (IPA), online questionnaires were distributed, and the interviews were conducted concurrently. The findings illustrated that EFL male and female writers experience similar major difficulties, including argumentative text genre, language use, difficulty in source/reference, problems in the cognitive process, and other technical challenges. Further, to be argumentative writers, female writers tend to feel various combinations of feelings and apply more learning strategies. In contrast, male writers express more on the cognitive process of essay completion. However, either male or female writers become more aware of their weaknesses in the English language, such as reading skills.
{"title":"Investigating students’ perceptions of dificulty in argumentative writing: a study in gender perspective","authors":"Juhana Juhana, Hanna Sundari, Widya Rizky Pratiwi","doi":"10.21831/cp.v42i3.59407","DOIUrl":"https://doi.org/10.21831/cp.v42i3.59407","url":null,"abstract":"Writing difficulty and constraints have gained much attention and research locally and overseas. However, the writing difficulty EFL male and female writers perceived in developing argumentative essays was still little in literature. To fill the void, this concurrent mixed method study aimed to scrutinize the variation and frequency and explore the perceptions of being argumentative writers among 113 EFL university students in Jakarta, Indonesia. Through a survey and the framework of interpretative phenomenological analysis (IPA), online questionnaires were distributed, and the interviews were conducted concurrently. The findings illustrated that EFL male and female writers experience similar major difficulties, including argumentative text genre, language use, difficulty in source/reference, problems in the cognitive process, and other technical challenges. Further, to be argumentative writers, female writers tend to feel various combinations of feelings and apply more learning strategies. In contrast, male writers express more on the cognitive process of essay completion. However, either male or female writers become more aware of their weaknesses in the English language, such as reading skills.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296579","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 present study delves into the multifarious factors that underpin students' learning assessment in higher education. Through the utilisation of an exploratory sequential mixed methods design, the researchers scrutinise the evaluation of 5,564 students by 23 lecturers, taking into consideration 9 characteristics. To that end, ANOVA and T-test are employed to analyse the mandatory course, and three lecturers who embody distinct criteria are interviewed, and their responses are subjected to a thematic analysis. The results indicate that assessment results are significantly different based on lecturers' working experience (teaching experience [F= 20.1, p= 0.000] and age [F= 48.6, p= 0.000]), academic background (department [F= 33.8, p= 0.000] and skills [F= 30.17, p= 0.000]), and teaching load (credit unit (credit unit) [F= 48.7, p= 0.000], number of classes taught [F= 61.4, p= 0.000] and teaching partners [F= 79.3, p=0.000]). Meanwhile, there is no difference in assessment results based on lecturers' qualifications (certificates [t= -0.587, p= 0.557] and latest degree [F= 2.56, p= 0.074]). The qualitative data reveals that four crucial factors - idealism, mindset, grading standard, and perspective - account for the variance observed in compulsory courses. The study's results underscore the need for universities to devise pedagogical strategies based on lecturers' attributes, as these factors bear a direct impact on the attainment of the desired graduate profiles as reflected in students' academic performance in specific courses.
{"title":"Factors influencing assessment in higher education: Empirical evidence from physical education and fitness compulsory courses in Indonesia","authors":"Advendi Kristiyandaru, Bayu Budi Prakoso, Hijrin Fithroni, Dani Primanata, Sasminta Christina Yuli Hartati, Dwi Cahyo Kartiko","doi":"10.21831/cp.v42i3.60151","DOIUrl":"https://doi.org/10.21831/cp.v42i3.60151","url":null,"abstract":"The present study delves into the multifarious factors that underpin students' learning assessment in higher education. Through the utilisation of an exploratory sequential mixed methods design, the researchers scrutinise the evaluation of 5,564 students by 23 lecturers, taking into consideration 9 characteristics. To that end, ANOVA and T-test are employed to analyse the mandatory course, and three lecturers who embody distinct criteria are interviewed, and their responses are subjected to a thematic analysis. The results indicate that assessment results are significantly different based on lecturers' working experience (teaching experience [F= 20.1, p= 0.000] and age [F= 48.6, p= 0.000]), academic background (department [F= 33.8, p= 0.000] and skills [F= 30.17, p= 0.000]), and teaching load (credit unit (credit unit) [F= 48.7, p= 0.000], number of classes taught [F= 61.4, p= 0.000] and teaching partners [F= 79.3, p=0.000]). Meanwhile, there is no difference in assessment results based on lecturers' qualifications (certificates [t= -0.587, p= 0.557] and latest degree [F= 2.56, p= 0.074]). The qualitative data reveals that four crucial factors - idealism, mindset, grading standard, and perspective - account for the variance observed in compulsory courses. The study's results underscore the need for universities to devise pedagogical strategies based on lecturers' attributes, as these factors bear a direct impact on the attainment of the desired graduate profiles as reflected in students' academic performance in specific courses.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296581","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 predominant intention of this study turned into to investigate English language teachers' knowledge, attitudes, and perceptions of differentiated guidance in English training at some decided on trendy secondary colleges in Ethiopia's Amhara Region. A combined studies layout turned into used to perform this purpose. Using a scientific sampling technique, forty five grade 9 English language teachers from Dangila, Chagni, Tilili, BahirDar, and Gondar trendy secondary colleges had been selected as participants. Data turned into accumulated via interviews, questionnaires, and observation. The statistics found out that English language instructors had a excessive information of differentiated education, however little exercise with it. Teachers had a poor mindset closer to differentiated education, consistent with the findings. Furthermore, big elegance sizes, time constraints, a loss of determination and motivation because of inadequate remuneration, activity disappointment because of unmotivated college students had been all noted as deterrents to DI implementation in EFL lecture rooms at colleges. Finally, after thinking about the findings, pointers had been made.
{"title":"Examining efl teachers’ knowledge, attitudes and perceived practices of differentiated instruction in English classrooms","authors":"Aragaw Delele Endeshaw","doi":"10.21831/cp.v42i3.49953","DOIUrl":"https://doi.org/10.21831/cp.v42i3.49953","url":null,"abstract":"The predominant intention of this study turned into to investigate English language teachers' knowledge, attitudes, and perceptions of differentiated guidance in English training at some decided on trendy secondary colleges in Ethiopia's Amhara Region. A combined studies layout turned into used to perform this purpose. Using a scientific sampling technique, forty five grade 9 English language teachers from Dangila, Chagni, Tilili, BahirDar, and Gondar trendy secondary colleges had been selected as participants. Data turned into accumulated via interviews, questionnaires, and observation. The statistics found out that English language instructors had a excessive information of differentiated education, however little exercise with it. Teachers had a poor mindset closer to differentiated education, consistent with the findings. Furthermore, big elegance sizes, time constraints, a loss of determination and motivation because of inadequate remuneration, activity disappointment because of unmotivated college students had been all noted as deterrents to DI implementation in EFL lecture rooms at colleges. Finally, after thinking about the findings, pointers had been made.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296434","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}
Muhammad Harlanu, Agus Suryanto, Syahrul Ramadhan, Endang Wuryandini
This research is descriptive research that is conducted by quantitative approach to find out the validity and reliability of an instrument. The population in this research is all active college students at the State University of Semarang in nine faculties, taking sample is conducted by probability-sampling that means all population has the same chance to be a research subject. The number of samples in this research is 300 of people. The technique of data analysis on the validity verification in this research used Confirmatory Factor Analysis (CFA) technique. Meanwhile, for the estimation of reliability, the researcher used the formula of Cronbach’s Alpha. The data analysis is supported by JAMOVI program. The result of research shows that a) the instrument of digital skill literacy has fulfilled the criteria of goodness of fit with the result; 1) x2 = 162 dan df = 143; 2) p-value = 0,133; 3) RMSEA 0,021; 4) SRMR = 0,026; 5) and CFI = 0,99; b) the result of CFA shows 20 items that is divided by the indicator such as functional skill beyond, creativity, collaboration, communication, the ability to find select information, critical thinking and evaluation, cultural and social understanding, E-Safety have fulfilled valid criteria with the average score of loading factor is 0.80. c) the reliability of literacy digital skill instrument shows the estimation value which is 0.943 or very reliable.
{"title":"Construct validity of the instrument of digital skill literacy","authors":"Muhammad Harlanu, Agus Suryanto, Syahrul Ramadhan, Endang Wuryandini","doi":"10.21831/cp.v42i3.59703","DOIUrl":"https://doi.org/10.21831/cp.v42i3.59703","url":null,"abstract":"This research is descriptive research that is conducted by quantitative approach to find out the validity and reliability of an instrument. The population in this research is all active college students at the State University of Semarang in nine faculties, taking sample is conducted by probability-sampling that means all population has the same chance to be a research subject. The number of samples in this research is 300 of people. The technique of data analysis on the validity verification in this research used Confirmatory Factor Analysis (CFA) technique. Meanwhile, for the estimation of reliability, the researcher used the formula of Cronbach’s Alpha. The data analysis is supported by JAMOVI program. The result of research shows that a) the instrument of digital skill literacy has fulfilled the criteria of goodness of fit with the result; 1) x2 = 162 dan df = 143; 2) p-value = 0,133; 3) RMSEA 0,021; 4) SRMR = 0,026; 5) and CFI = 0,99; b) the result of CFA shows 20 items that is divided by the indicator such as functional skill beyond, creativity, collaboration, communication, the ability to find select information, critical thinking and evaluation, cultural and social understanding, E-Safety have fulfilled valid criteria with the average score of loading factor is 0.80. c) the reliability of literacy digital skill instrument shows the estimation value which is 0.943 or very reliable.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296582","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}
In the field of history education, there are still educators who rely primarily on themselves as the main source of knowledge. However, history learning resources are diverse and encompass a wide range of materials based on historical content, which can be utilized based on the teacher’s creativity. This study aims at identifying and evaluating the use historical content-based history learning resources, both in theory and in practical implementation. To achieve this, a literature review was conducted, involving the collection of data from books, journals, notes, research reports, and internet sources. The process involved identification, conceptualization, and interpretation of the gathered information. The analysis reveals that historical content-based history learning resources exist on a continuum between conventional and modern sources. Rather than being mutually exclusive, these sources can complement each other. The discussion incorporates Edgar Dale's Cone of Experiences theory and examines benchmarks such as national archives and museums, as well as the History Education Doctoral Study Program of Faculty of Social Sciences Education (FPIPS) of Universitas Pendidikan Indonesia (UPI). In conclusion, historical content-based history learning resources offer an alternative approach that provides valuable insights to history educators beyond the confines of formal classroom settings. Educators can utilize both newly designed history learning resources and existing resources tailored to their specific needs and learning objectives.
{"title":"Historical content-based history learning resources: Between conventional and modern continuum lines","authors":"Leli Yulifar, Aman Aman","doi":"10.21831/cp.v42i3.63713","DOIUrl":"https://doi.org/10.21831/cp.v42i3.63713","url":null,"abstract":"In the field of history education, there are still educators who rely primarily on themselves as the main source of knowledge. However, history learning resources are diverse and encompass a wide range of materials based on historical content, which can be utilized based on the teacher’s creativity. This study aims at identifying and evaluating the use historical content-based history learning resources, both in theory and in practical implementation. To achieve this, a literature review was conducted, involving the collection of data from books, journals, notes, research reports, and internet sources. The process involved identification, conceptualization, and interpretation of the gathered information. The analysis reveals that historical content-based history learning resources exist on a continuum between conventional and modern sources. Rather than being mutually exclusive, these sources can complement each other. The discussion incorporates Edgar Dale's Cone of Experiences theory and examines benchmarks such as national archives and museums, as well as the History Education Doctoral Study Program of Faculty of Social Sciences Education (FPIPS) of Universitas Pendidikan Indonesia (UPI). In conclusion, historical content-based history learning resources offer an alternative approach that provides valuable insights to history educators beyond the confines of formal classroom settings. Educators can utilize both newly designed history learning resources and existing resources tailored to their specific needs and learning objectives.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296583","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 research aims to improve learning outcomes of Management Psychology Courses use E-book teaching material reading literacy based for the student of the Education Administration Study Program, Faculty of Education, Universitas Negeri Padang, Indonesia. The research used 2 x 2 factorial design experimental methods with ANOVA. The research obtained the highest score 96.6 for experimental class, and 93.3 for control class. The students learning outcomes in the experimental class have an average 81.93 and average 71.75 for control class. The result of t-test for both of class, tcount was 5.11 and ttable was 1.66. It implied there was a significant difference about students learning outcomes. The learning outcomes of student that used E-book teaching material was higher than students that used printed teaching materials. The students who have high reading literacy and used E-book teaching material, the student learning outcomes was higher than the student who have high reading literacy but used printed materials. And the students who have low reading literacy and used E-book teaching material, the learning outcomes was higher than the students who have low reading literacy but used printed teaching material.
{"title":"Improving learning outcomes: The effectiveness of e-book reading literacy based in learning management psychology","authors":"Jasrial Jasrial, Andra Saputra, Rifma Rifma","doi":"10.21831/cp.v42i3.53033","DOIUrl":"https://doi.org/10.21831/cp.v42i3.53033","url":null,"abstract":"The research aims to improve learning outcomes of Management Psychology Courses use E-book teaching material reading literacy based for the student of the Education Administration Study Program, Faculty of Education, Universitas Negeri Padang, Indonesia. The research used 2 x 2 factorial design experimental methods with ANOVA. The research obtained the highest score 96.6 for experimental class, and 93.3 for control class. The students learning outcomes in the experimental class have an average 81.93 and average 71.75 for control class. The result of t-test for both of class, tcount was 5.11 and ttable was 1.66. It implied there was a significant difference about students learning outcomes. The learning outcomes of student that used E-book teaching material was higher than students that used printed teaching materials. The students who have high reading literacy and used E-book teaching material, the student learning outcomes was higher than the student who have high reading literacy but used printed materials. And the students who have low reading literacy and used E-book teaching material, the learning outcomes was higher than the students who have low reading literacy but used printed teaching material.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296438","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}
Zineb El Atmani, El Mehdi Bellfkih, Mourad Madrane
L'étudiant en soins infirmiers parcourt un système d'étude complexe dans un domaine plein de défis. Il est appelé à entreprendre un programme de formation de trois ans qui devrait favoriser une meilleure articulation entre la théorie et la pratique et s'inscrire dans une démarche de professionnalisation, assurant ainsi le développement de son autonomie. Dans un tel contexte, prendre du recul et s'interroger sur la pratique de chacun reste un domaine rarement exploré. Suite à l'implantation de l'approche par compétences, le développement de la pratique réflexive (RP) chez les étudiantes et le besoin de stimuler chez elles l'esprit critique sont une priorité et une condition indispensable à une formation infirmière de qualité. En un mot, le développement d'une démarche réflexive permet à l'étudiant d'avoir la capacité de réfléchir sur les situations rencontrées lors de sa pratique professionnelle.Dans cette perspective, cette étude vise à étudier le développement de la pratique réflexive chez 200 étudiants de 21 ISPITS (Institut Supérieur des Métiers Infirmiers et des Technologies de la Santé) de différents coins du Royaume du Maroc. Elle se fait à l'aide d'un questionnaire dont la validité interne a été validée, envoyé via la plateforme Google Forms. A ce titre, cette étude quantitative portera sur deux aspects dont le premier est descriptif exploratoire pour étudier le niveau de développement de la pratique réflexive dans les ISPITS marocains. La seconde vise à étudier la relation entre la pratique réflexive et le développement de l'autonomie chez les étudiantes infirmières et à vérifier l'existence d'un impact possible sur leur réussite scolaire. Les résultats de cette étude montrent un impact positif de l'importance accordée aux RP dans la formation ISPITS. Aussi,
{"title":"Reflective practice and self-reliance development among nursing students what contribution to academic success?","authors":"Zineb El Atmani, El Mehdi Bellfkih, Mourad Madrane","doi":"10.21831/cp.v42i3.49043","DOIUrl":"https://doi.org/10.21831/cp.v42i3.49043","url":null,"abstract":"L'étudiant en soins infirmiers parcourt un système d'étude complexe dans un domaine plein de défis. Il est appelé à entreprendre un programme de formation de trois ans qui devrait favoriser une meilleure articulation entre la théorie et la pratique et s'inscrire dans une démarche de professionnalisation, assurant ainsi le développement de son autonomie. Dans un tel contexte, prendre du recul et s'interroger sur la pratique de chacun reste un domaine rarement exploré. Suite à l'implantation de l'approche par compétences, le développement de la pratique réflexive (RP) chez les étudiantes et le besoin de stimuler chez elles l'esprit critique sont une priorité et une condition indispensable à une formation infirmière de qualité. En un mot, le développement d'une démarche réflexive permet à l'étudiant d'avoir la capacité de réfléchir sur les situations rencontrées lors de sa pratique professionnelle.Dans cette perspective, cette étude vise à étudier le développement de la pratique réflexive chez 200 étudiants de 21 ISPITS (Institut Supérieur des Métiers Infirmiers et des Technologies de la Santé) de différents coins du Royaume du Maroc. Elle se fait à l'aide d'un questionnaire dont la validité interne a été validée, envoyé via la plateforme Google Forms. A ce titre, cette étude quantitative portera sur deux aspects dont le premier est descriptif exploratoire pour étudier le niveau de développement de la pratique réflexive dans les ISPITS marocains. La seconde vise à étudier la relation entre la pratique réflexive et le développement de l'autonomie chez les étudiantes infirmières et à vérifier l'existence d'un impact possible sur leur réussite scolaire. Les résultats de cette étude montrent un impact positif de l'importance accordée aux RP dans la formation ISPITS. Aussi,","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296439","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 fitness instructor is one of the important factors to prevent the occurrence of increasingly severe injuries to members and then provide the best care for members at the fitness center. This study aims to determine the understanding of fitness instructors in the Special Region of Yogyakarta in providing prevention and treatment of injuries in a fitness center. This study is a quantitative descriptive study. The data collection technique is in the form of multiplechoice questions. The subjects used in this study were fitness instructors throughout Sleman Regency regarding the prevention and treatment of injuries at the fitness center. The results showed that the understanding of fitness instructors in the Special Region of Yogyakarta in providing injury prevention and treatment at the fitness center fell into categories. With general results as follows, the "very poor" category is 4.7% (4 instructors), the "moderate" category is 38.6% (27 instructors), the "good" category is 41.4% (29 instructors), and the “very good” category of 0% (0 instructors). Based on the results of this study, the quality of the instructors at the fitness center is quite good, in the sense that the quality of the instructors differs only by one level with the poor category.
{"title":"Level of understanding of fitness instructors on injury prevention and treatment in Yogyakarta fitness center","authors":"Fatkurahman Arjuna","doi":"10.21831/cp.v42i3.54995","DOIUrl":"https://doi.org/10.21831/cp.v42i3.54995","url":null,"abstract":"The fitness instructor is one of the important factors to prevent the occurrence of increasingly severe injuries to members and then provide the best care for members at the fitness center. This study aims to determine the understanding of fitness instructors in the Special Region of Yogyakarta in providing prevention and treatment of injuries in a fitness center. This study is a quantitative descriptive study. The data collection technique is in the form of multiplechoice questions. The subjects used in this study were fitness instructors throughout Sleman Regency regarding the prevention and treatment of injuries at the fitness center. The results showed that the understanding of fitness instructors in the Special Region of Yogyakarta in providing injury prevention and treatment at the fitness center fell into categories. With general results as follows, the \"very poor\" category is 4.7% (4 instructors), the \"moderate\" category is 38.6% (27 instructors), the \"good\" category is 41.4% (29 instructors), and the “very good” category of 0% (0 instructors). Based on the results of this study, the quality of the instructors at the fitness center is quite good, in the sense that the quality of the instructors differs only by one level with the poor category.","PeriodicalId":52186,"journal":{"name":"Cakrawala Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296436","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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