International Journal of Asian Education
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Implementation of Technology Enhanced Formative Assessments in 21st Century Education: A Comparative Analysis
Full text linkTeaching methods in the 21st century are more inclined to be more creative and innovative in engaging students in the digital era. Technology tools have become pivotal in 21st-century education, where students prefer flexible learning. 21st-century learning has also become more inclusive, where students become active learners. 21st-century learning has also taken a paradigm shift in analyzing student performance. Student progress is monitored by their continuous performance in the classroom in the form of feedback-based formative assessments instead of limiting them to graded summative assessments. This paper focuses on lecturers’ views on 21st-century classrooms and their challenges in implementing 21st-century learning methods. The role of technology-assisted formative assessments has also been investigated through qualitative research conducted among selected lecturers from two departments in a private institution. Research findings proved that lecturers are much more inclined towards 21st-century learning as students and lecturers like more interactive and formative assessments, as they promote continuous learning. However, using technology tools has mixed among lecturers due to its constraints in certain boundaries. It is also found that implementing 21st-century learning in the classroom contributes to challenges for the lecturers regarding technology adaptation, time constraints, and student motivation
Breaking Barriers in Academic Writing: The Uses of Chat AI Models in Empowering International TESOL Students
Full text linkThis study explores Chat AI, specifically Chat Generative Pre-trained Transformer (GPT), among international TESOL students to enhance academic writing. The research addresses the complexity of academic writing for TESOL students and the potential of Chat AI as a promising tool by investigating perceptions, experiences, and impacts. Previous studies note positive outcomes like increased motivation and creativity but also identify limitations, including occasional inaccuracies. Using purposive sampling, this qualitative study involves five international TESOL students with Chat AI experience. Semi-structured interviews, lasting 15-30 minutes, are conducted in person or through video conferencing, recorded, transcribed, and anonymized for thematic analysis. Findings reveal positive perceptions of Chat AI, highlighting convenience, accessibility, and prompt feedback. Despite benefits in idea generation, vocabulary improvement, and template provision, limitations include occasional inaccuracies and plagiarism concerns. Despite drawbacks, Chat AI is seen as valuable for writing proficiency. International TESOL students view Chat AI positively, appreciating its functionalities. Suggestions include incorporating correct references to address plagiarism concerns and establishing responsible usage guidelines. Continued research is recommended for a comprehensive understanding and broader insights from teachers
Predictors of Internet Addiction in Middle Adolescence: Social, Emotional Loneliness and Digital Gaming
Full text linkThe research aims to determine how much Internet addiction, an important problem in middle adolescence, is explained by social and emotional loneliness and digital game-playing duration. For this purpose, 283 (108 females+175 males) middle-adolescent individuals participated in the study. “Personal Information Form,” “Social and Emotional Loneliness Scale (SELSA),” and “Internet Addiction Scale (IAS)” were used as data collection tools in the research. The data collected online were coded and transferred to the SPSS program, and descriptive statistics, Pearson correlation, and Regression techniques were used in statistical analysis. In the study, the level of significance was taken as p<.05. According to the results of the analysis, there is a low, significant, and positive correlation between SELSA and IAS and a low, significant, and positive correlation between SELSA and digital game playing duration and a low, significant, and positive correlation was found between IAS and the duration of playing digital games. It was determined that the statistical analysis results did not show a significant difference in the gender variable of the IAS and SELSA scores. As a result of the regression analysis, it was seen that SELSA and digital game-playing duration significantly predicted addiction. SELSA and digital game-playing duration explain 9.6% of the total variance regarding Internet addiction. As a result, it can be said that individuals in middle adolescence experience social and emotional loneliness at a moderate level and are connected to the Internet at a low level
Meta-Analysis Study: The Effect of Augmented Reality on Student Learning Outcomes
Full text linkThis study aims to determine the effect of Augmented Reality on student learning outcomes. This study consists of two variables: Augmented Reality as the independent variable and student learning outcomes as the dependent variable using quantitative meta-analysis research. The instrument used is an article coding sheet containing the data needed for meta-analysis in the form of mean data, the number of samples, and the standard deviation of control and experimental groups from articles that have passed the selection based on inclusion and exclusion criteria obtained through Google Scholar search. The results of the meta-analysis on 13 research articles obtained a summary effect (average effect size) of 0.541 which means that augmented Reality has a significant positive effect on student learning outcomes based on the effect size category set by Cohen. The results of the publication bias test show that the conclusion of the meta-analysis is not indicated by publication bias, as evidenced by the results of the funnel plot, egger test, and fail-safe N results. This study concludes that there is an effect of Augmented Reality on student learning outcomes
Learning Space Transformation: An Innovation Design in the Computer Laboratory
Full text linkThis research aims to develop an interior design plan for the computer laboratory at SMKN 1 North Luwu. The research methodology employed in this study is research and development (R&D). The research process consists of several steps, including analyzing potential issues and challenges, accomplished through an extensive review of existing literature and on-site field studies. Data is collected through methods, including observations, interviews, and documentation. The content of the design development encompasses several crucial aspects. First, it involves the creation of a design concept for the laboratory, which is then translated into detailed 2D working drawings and 3D perspective drawings. These design proposals are rigorously assessed and validated by experts and practitioners. The outcomes of this research effort include a comprehensive interior design plan tailored specifically for the computer laboratory at SMKN 1 North Luwu. This design plan is presented through detailed 2D drawings and 3D modeling using V-ray SketchUp 2020. The validation process of the design resulted in a score of 141 with a percentage of 97.9%, indicating that the product design is highly suitable as an exemplary model for managing the computer laboratory at SMKN 1 North Luwu, with a classification of "excellent.
Academic Supervision Practices Integrated into the School Supervisor Support Programs: Teachers’ Point of View
Full text linkAcademic supervision stands out as a commendable initiative designed to aid and bolster teachers in executing their responsibilities within the school setting. Moreover, numerous challenges and hindrances faced by educators are tackled through the implementation of academic supervision activities. This research aims to explore teachers' experiences undergoing academic supervision and the supervisors' support to overcome teacher problems and improve their performance. Researchers used qualitative research methods with an exploratory case study approach. Data was obtained from semi-structured interviews. The informants were four teachers at two integrated Islamic elementary schools in Bekasi, Indonesia, who were selected based on their extensive experience in carrying out school academic supervision. The resulting data was analyzed thematically using Atlas.ti software. The findings reveal that academic supervision is incredibly beneficial for teachers. It does not only assess teacher performance but also helps teachers solve problems to improve teacher performance. Teachers also received many support programs to improve the quality of learning in their schools
An Analysis of Leadership: Enhancing Pedagogy for Teachers at Al Mawasir Lamasi Islamic High School
Full text linkThis research explores the Madrasah Head's leadership role in enhancing teachers' pedagogical competence at Madrasah Aliyah Al Mawasir Lamasi, including various leadership styles and their impact. It also identifies supporting and inhibiting factors. This research employs a qualitative descriptive approach to objectively describe facts or phenomena by collecting data as they exist during the research process. The study was conducted at MA Al Mawasir Lamasi, located on Poros Lamasi Street, Lamasi District, Luwu Regency. The research subjects comprised 25 individuals, including the Head of the Madrasah, Vice Principals, and MA Al Mawasir Lamasi teachers. This study utilized three main data collection techniques: observation, interviews, and documentation. Based on the research results that involved data, interviews, observations, and documentation, as well as the analysis conducted, it is evident that the pedagogical competence of teachers at Madrasah Aliyah Al Mawasir Lamasi has been effectively implemented following the applicable competency standards. Implementing pedagogical competence encompasses mastery of instructional materials, understanding student characteristics, development of relevant curriculum, delivery of quality teaching, precise student assessment and evaluation, and utilizing information and communication technology as a supporting tool in the learning proces
Family Altar as a Papuan Contextual Missiology Education in Christian Family Environment
Full text linkThis research aims to know and understand the position of the family altar in local Papuan culture in maintaining the holiness of today's increasingly modern families and realizing the mission of Christ. The research method used is Qualitative with an Ethnographic approach. The primary data sources in this study consist of individuals familiar with and engaging in Family Altar rituals. Meanwhile, secondary data sources encompass existing scientific literature. The researcher selected participants and respondents non-randomly, specifically opting for purposeful sampling. This approach involved the deliberate selection of participants and respondents, including ten families represented by functional church workers such as pastors, elders, and shamas, as well as five young individuals categorized as youths. Finally, the research results contribute to constructing this ritual tradition's values into the congregation's families who struggle with multi-ethnic, multi-cultural, and multi-religious challenges and still survive and mission elegantly
The Influence of Emotional Intelligence and School Principal Leadership on Teacher Work Behavior
Full text linkThis research aims to determine the influence of emotional intelligence and school principal leadership on teacher work behavior at the Public Senior High Schools (SMA) in Palopo. This research employs a quantitative approach with an ex-post facto causal design, involving 77 teachers from the Public Senior High Schools in Palopo as the research sample. Data analysis is conducted using multiple linear regression analysis with the assistance of SPSS, including partial t-tests and simultaneous F-tests. When considered simultaneously, the research findings indicate that emotional intelligence and school principal leadership significantly affect teacher work behavior, with a significance value of 0.002 < 0.005 and a determination coefficient of 45.4%. These results suggest that as the level of emotional intelligence and the effectiveness of school principal leadership increase, so does the quality of teacher work behavior in fulfilling their duties and responsibilities as educators. The implications of this research reveal that one of the contributing factors to the quality of teacher work behavior is the emotional intelligence of the school principal, coupled with their leadership, which influences teachers to exhibit positive work behavior
Emergent Online Teaching Effect on International Graduate Students’ Academic Performance in Japan during COVID-19
Full text linkInternational graduate students reluctantly partook in the distance learning with the closure of national borders with the outbreak of COVID-19. Different instructional modes (in-person, online, and hybrid) and timing of the online learning exposure would play a role in international students’ academic achievement considering the expectations and motivations to learn abroad. Based on 267 course-based panel data, for the same courses, online-mode teaching yielded worse Grade Point Averages (GPAs) and less of a sense of class community compared to the in-person mode. Similarly, students who started the program after COVID-19 (i.e., Class of 2022) performed worse than those who changed their mode of study during their study due to COVID-19 (i.e., Class of 2021). The more frequent interactions with schoolmates and professors partially mediated this detrimental effect of international online learning. Online learning, on average, decreases the GPA by 0.2 standard deviations (p<0.05). However, this effect became insignificant in the model with the frequency of interacting with classmates or professors that raise the GPA by 0.686 and 0.216 standard deviations (p,0.05), respectively. As the study sheds light on the predicament of emergent distance learning, the study addresses some cautious notes on designing effective and sustainable international education in the post-pandemic era