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Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study
Get PDFThe success of a school centers on teachers' ability to create well-aligned educational tools. The Merdeka Belajar curriculum requires adapting assessments, including Higher-Order Thinking Skills (HOTS) questions for real-world problem-solving scenarios. This study explored contexts proposed by teachers in Papua for developing Mathematics HOTS questions. A phenomenological approach within a qualitative framework was employed involving 24 mathematics teachers from public and private schools in focus group discussions. Participants included twenty teachers from Papua, two from Central Indonesia and two from Western Indonesia. Additionally, five teachers from Papua participated in in-depth interviews. Data was analyzed using Creswell’s model with Atlas.ti software. Teachers developed HOTS assessment instruments based on daily life, scientific and social contexts. However, no cultural contexts were incorporated into these instruments by the interviewed teachers. This study highlights the importance of teacher preparedness in aligning contextual learning with the Merdeka Belajar curriculum and reveals a significant gap in using cultural contexts for HOTS assessments among teachers in Papua. These insights contribute to the discourse on math education in Indonesia advocating for the integration of cultural elements into the freedom to learn initiative
Understanding student's intention to pursue a career: Implications for the accounting profession
Get PDFThis study aims to predict accounting students' inclination toward a career in accounting in Indonesia by integrating the Social Cognitive Career Theory (SCCT) and the Theory of Reasoned Action (TRA). The research relies on primary data obtained through an online, closed-ended questionnaire. We employ Structural Equation Modeling (SEM) for the analysis, utilizing statistical tools like SPSS 24.0 and AMOS 24.0 software. Findings from the survey conducted among final-year accounting students in three Indonesian tertiary institutions reveal that self-efficacy impacts the behavioral intention to pursue an accounting career, mediated by outcome expectations, subjective norms, and attitudes. The study identifies both direct and indirect influences of self-efficacy on the behavioral intention. The study innovatively combines the TRA and SCCT models, utilizing a questionnaire to assess the effects of the Association of Southeast Asian Nations (ASEAN) Economic Community on graduates opting for accounting careers within the TRA and SCCT frameworks. Based on the results, integrated career choices must be considered when choosing a career in accounting or other professions. Intervention in an accounting course will help increase the final-year accounting student’s understanding of the accounting profession, including relevant work experience and professional accounting membership
Attitudes of lecturers towards e-learning: BA ISAGO university
Get PDFIn Botswana e-learning is still in its infancy with most universities currently implementing different strategies to integrate e-learning into the teaching and learning process. A cross-sectional study was conducted to investigate whether the variables age, gender, training to use e-learning tools, e-learning experience, internet access, and computer skills were associated with the lecturer’s attitudes towards e-learning. The study consisted of thirty-eight randomly selected lecturers at BA ISAGO University, Gaborone campus. The data was collected using a closed-ended questionnaire with items that seek to ascertain their attitudes towards e-learning. To test out the study hypothesis descriptive statistics, Pearson correlations and independent samples t-test were computed. The results indicated that half of the participants had positive attitudes towards e-learning. Proving that e-learning was an acceptable teaching method to be utilised at this tertiary education institution. The study further showed that age and gender were not significantly associated with the lecturers’ attitudes towards e-learning. Also, the results indicated that there was no significant relationship between attitudes towards e-learning and training to use e-learning tools, e-learning experience, internet access as well as computer skills. It was therefore concluded that these variables had no impact on attitudes of lecturers towards e-learning as lecturers had become competent and confident in using computers as part of teaching methodology at BA ISAGO University. It is crucial for this university to strengthen the digital culture through training and support, and motivational strategies to build positive attitude towards e-learning
Heavy metal accumulation in soil and leafy vegetables irrigated with domestic wastewater in Vietnam
Get PDFThis study was conducted to evaluate the accumulation of heavy metals, including copper (Cu), lead (Pb), and cadmium (Cd), in soil and leafy vegetables irrigated with domestic wastewater. The surveyed vegetables included water spinach (Ipomoea aquatica), Chinese mustard greens (Brassica integrifolia), and Malabar spinach (Basella alba), grown over three consecutive seasons. Results showed that Cu accumulation in the vegetables ranged from 4.41 mg/kg to 5.62 mg/kg, Pb from 0.11 mg/kg to 0.13 mg/kg, and Cd from 0.02 mg/kg to 0.03 mg/kg. All values were below the safety limits set by Vietnam’s National Technical Regulation (QCVN), with thresholds of 30 mg/kg for Cu, 0.3 mg/kg for Pb, and 0.2 mg/kg for Cd. Similarly, heavy metal accumulation in the soil remained within the permissible limits under QCVN standards. The analysis further indicated that seasonal variations had minimal impact on heavy metal concentrations, suggesting that consistent wastewater management practices contributed to maintaining soil and crop safety. In addition, the research highlighted that water spinach accumulated slightly higher levels of heavy metals compared to the other vegetables, likely due to its faster growth rate and higher water absorption capacity. Despite this, the concentrations remained well within safety thresholds, affirming the viability of these crops for safe consumption. The study concludes that using domestic wastewater for vegetable irrigation does not lead to heavy metal accumulation beyond safe thresholds, supporting sustainable and safe agricultural practices. However, continued monitoring and appropriate wastewater treatment remain essential to ensure long-term safety, particularly as environmental and anthropogenic factors evolve
Pre-grafting treatments of plant fatty acid extract, seaweed (Ascophylum nodosum L.) and micronized calcite increase the grafting success in grapevine propagation
Get PDFGlobally increasing interest in environmentally sound viticulture in precision agriculture promoted the viticulturists to find eco-friendly treatments in both vineyards and nurseries. The present study was conducted to evaluate the possible effects of plant oil extract (as plant activator), seaweed (Ascophylum nodosum L.) extract, calcium oxide and iron chelate on callusing degree on graft union point and final take of ‘Trakya Ilkeren’ table grape cultivar grafted on 110 Richter (Berlandieri x Rupestris) rootstock. Bud break and shoot emergence commenced earlier in grafts subjected to pre-grafting immersion into iron chelate and plant oil extract during graft union room duration than those of nontreated control grafts. The greatest degree in callusing of graft union point was obtained from plant oil extract (3.8), which was closely followed by seaweed (3.7), while, on the other hand, control and immersing the graft materials into iron chelate had the lowest effect with the same value (2.2). The highest percentage of graft final take was obtained from plant oil extract (75%), followed by seaweed treatment (55%), while control and iron chelate grafts were as low as 45 and 44%, respectively. Overall findings indicated that immersing the scion canes and rootstock cuttings into plant seed oil before grafting could be recommended to increase the nursery grafting success
Comparative analysis of Generation Z's digital history literacy in history education majors on Java Island: A study of history digital literacy
Get PDFThe purpose of this study is to determine the level of digital literacy related to history among students at Universitas Pendidikan Indonesia (UPI) and the State University of Malang (UM). The recent decline in historical literacy among Indonesians has piqued historians' interest. In this context, the gap between technological potential and literacy problems may be advantageous for initiatives to enhance Indonesian young historical literacy. This research uses a quantitative-descriptive approach. The respondents were first-year and second-year history students at UPI and UM. The data collection technique used was a historical literacy test that has Higher Order Thinking Skills (HOTS) levels 1-4. This study used descriptive data analysis and an independent sample t-test. The results of this study show that students from both universities have a low level of historical literacy, both in first-year and second-year students. This condition is a signal for teachers to start improving. Gadget technology is suggested as a solution to the problem because these students belong to Generation Z (a generation that is very aware of current events and technological advancements). The methodology of Scholarship of Teaching and Learning (SOTL) was selected because its principles are appropriate for fostering digital historical literacy. It is student-focused, context-based, collaborative, methodical and well-developed in the community
Biology teaching that develops the metacognitive aspect of learning: How to learn competence
Get PDFHigher-order thinking and metacognition are closely related and are part of learning to develop competence. The goal of this research was to determine the practice of teaching biology that develops metacognition and evaluate whether teachers require specific professional training for this purpose or if broader cognitive-focused training can also enhance metacognitive development in students. The original Teaching Observation Form (TOF) has been adapted for research objectives. A survey was designed to capture the subjective perspectives of 292 students and their teachers regarding metacognition development. Additionally, the research involved six biology teachers who were professionally trained in a program focused on higher-order thinking. The survey results indicate a self-assessed good teaching practice for the development of metacognition. However, analysis of the first lesson's video recordings showed that some components had been eliminated from biology classes which hindered students' ability to develop metacognition. Although higher-order thinking and metacognition are interconnected phenomena, professional development training focuses solely on higher-order thinking whose impact we established through analysis of other lessons does not induce the necessary positive changes for the comprehensive development of metacognition in students. In a nutshell, explicit professional development programs aimed at fostering metacognitive awareness among teachers need to be designed. These programs should instruct teachers on how to model the development of metacognition in students through their teaching
Developing the professional capacity of preschool teachers through pedagogical training activities
Get PDFThe primary purpose of educational programs is to enhance students’ knowledge and skills through pedagogical training activities. However, preschool teachers in Vietnam face limitations in their professional capacity. Thus, this study aimed to address issues by evaluating the level of implementation of pedagogical training activities for preschool education students. The study used a scale for students' pedagogical practice activities to gather quantitative data from 629 participants (managers, lecturers and preschool teachers) in Dong Thap province in Vietnam to assess the extent of implementation of pedagogical training activities for preschool education students. The results showed that preschool teachers may not possess the essential knowledge of pedagogical practices. Pedagogical training uses conventional work-and-activity techniques despite the fact that it prioritizes innovation. Moreover, all school managers, teachers and students recognized the necessity of developing the professional capacity of preschool teachers. These findings illustrate the critical need for revitalizing educational approaches that are consistent with Vietnam's developing preschool teacher professional development context. The present study proposes some measures to innovate pedagogical practice activities in order to meet the requirements for developing the professional capacity of preschool teachers in Vietnam. Such initiatives hold promise for reshaping the educational landscape and fostering a culture of continuous improvement within the primary education sector of Vietnam
Factors affecting parents’ satisfaction with online learning during COVID-19: A study on parents of young children
Get PDFThe transition to online learning during the COVID-19 pandemic was a new experience for parents of young children who were obliged to deal with various factors that had an impact on their level of satisfaction. It was essential to address these issues if their children were to continue receiving an education. This research investigates the factors affecting parents’ satisfaction (PS) with their children’s online learning experience during the pandemic. These factors comprised technical support (TS), instructional support (IS), the quality of the online curriculum program (CP) and social interaction (SI). A mixed-methods approach was adopted using a sequential explanatory design. The population sampled for this study comprised parents of young children in Saudi Arabia. The total number of survey respondents was 307 and 12 parents volunteered to be interviewed. The results demonstrated that almost 69% of the variance in parents' overall satisfaction was predicted by a combination of the aforementioned characteristics. However, SI was found to be the only significant predictor of PS. Overall, the parents’ satisfaction with online learning appeared to be moderate but there were significant differences in PS that related to the parents’ age or the child’s educational level. This study offers insights into online learning experiences and parental satisfaction during the COVID-19 pandemic. Practitioners in the education sector should take this satisfaction into consideration given that parents are an essential element in the success of their children’s online learning experience. Moreover, parents received beneficial information during the pandemic which could help develop the implementation of online learning for future use
Examining the role of motivation in shaping future primary school teachers' professional competence in Kazakhstan
Get PDFThe issue of developing the professional competence of teachers is one of the priorities in the Kazakhstani education system. One of the most significant challenges in the context of improving abilities is increasing students' motivation. This study aims to examine the role of motivation in shaping future primary school teachers' professional competence. The methods of multivariate correlation analysis, a method for finding structure diagrams of motives and their integral subsystems with their subsequent analysis were used to conduct the study. The research was conducted at the Korkyt Ata Kyzylorda University (Kyzylorda, Kazakhstan). A sample of 57 participants was used for the study. The majority of respondents were female (92.36%) and male (7.64%). According to the study, it has been found that the main reason for studying among students is to receive vocational training in order to find a good and well-paid job which provides the opportunity to use personal abilities and receive higher education in their specialty. Following the findings of this study, practical recommendations are offered to increase student motivation as a factor in developing professional competence. The developed assessment-criteria diagnostic tools can be used in pedagogical monitoring in universities and in advanced training courses for teachers