International Journal of Instruction
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Effect of Metacognitive-Based Digital Graphic Organizer on Learners’ Oral Presentation Skill and Self-Regulation of Learning Awareness
No full textThe main objective of the study was to investigate the effect of digital graphic organizer via the use of LoiLoNote School Application (LS app) within a metacognitive approach on university students’ oral presentation (OP) performance and awareness of their self-regulation of learning. It was a mixed-method study involving 27 college students enrolled in one of the universities in Khon Kaen, Thailand. The participants completed both the OP performance and a questionnaire on self-regulation of learning scale before and after the intervention was implemented. The results revealed a significant difference between the students’ pre- and post OP performances in terms of the four components such as clarity, content, delivery, and fluency and coherence. Furthermore, the components on “clarity” and “content” were the most improved components while “fluency and coherence” and “delivery” were the least improved ones. Whilst four SRL components revealed a significant relationship with students’ OP performance (planning, self-monitoring, evaluation, and self-efficacy), the other two components (reflection and effort) did not. Qualitative results, on the other hand, showed that students felt that using a metacognitive-based digital GO aided them to facilitate their OP tasks effectively and helped them to be more aware of their self-regulation towards learning. Suggestions for future research agenda with regard to metacognitive-based digital GO are also proposed and practical implications are suggested
Direct Instruction with Task Sheet-Based Learning Model: An Alternative Approach to Encourage Learning Motivation during the Covid-19 Crisis
No full textThe transformation of physical education learning into online learning during the covid-19 pandemic impacts student participation in learning, requiring new techniques that might motivate students to engage in online learning activities. This research investigates the effectiveness of using a task sheet-based direct instruction learning model to increase elementary school students' physical education learning motivation. Experimental research with a pretest-posttest group design was employed in this research. Twenty-four fifth-grade students (16 male and eight female students) were employed in this research. They were grouped into two groups, the experimental and the control group. The research instrument used in this research was Elementary School Students' Learning Motivation Instruments in Physical Education to measure students' learning motivation levels. The data obtained were analyzed using a t-test. The results of this research revealed a significant effect of applying the task sheet-based direct instruction learning model to increase students' motivation in learning physical education in elementary schools. In this study, the researchers concluded that applying the task sheet-based direct instruction learning model was more effective in developing elementary school students' motivation than the conventional learning model in physical education learning. The use of Task Sheet-based Direct Instruction learning model can be used as an alternative for teachers in teaching physical education at elementary schools, both in online and offline learning
Augmented Reality: The Improvement of Computational Thinking Based on Students' Initial Mathematical Ability
No full textThis study's impetus comes from two factors: students' poor computational thinking (CT) skills in mathematics and the rapid development of information technology in the digital era. Through the use of Augmented Reality (AR)-based educational content powered by Unity 3D, which can be used for both online and offline learning based on Initial Mathematical Ability (IMA), this research explicitly intended to increase students' mathematical computational thinking ability. Augmented reality is the use of three-dimensional virtual objects that are displayed in real time onto a real environment. Students' initial mathematical proficiency, where each student has a distinct learning style, is one of the defining variables in the success of mathematics learning. In this case, students' initial mathematical ability is ability that students possess prior to participating in the learning that will be provided. This study focuses on assessing the fundamental level of mathematical skills that determine a student's readiness to learn under the guidance of a teacher. A total of 30 students were randomly selected from each seventh-grade class at a state junior high school in Pekanbaru to partake in this quasi-experimental study throughout the academic year 2022-2023. The subject matter of this study was flat shapes, particularly triangles and quadrilaterals. The methods employed for data collection included two approaches: (1) administering a test to assess mathematical computational thinking ability and (2) conducting interviews. The interview and documentation data were analyzed in a descriptive manner, while statistical tests were employed to analyze the results of the test. The results indicated that utilizing augmented reality media with Unity 3D to enhance students' mathematical computational thinking ability yielded better outcomes compared to traditional learning methods, particularly for students with lower initial mathematical ability levels
Maker Activities and Academic Writing in a Middle School Science Classroom
No full textMakerspaces have become prevalent in education. Academic writing is important for middle school students, and maker activities have the potential to enhance students’ academic vocabulary. However, few studies have been conducted in a makerspace and writing context. The three primary components of a makerspace include community, space, and tools, but little is known about how they affect motivation and writing in a makerspace. This mixed-methods study examined the impacts of space and collaboration on students’ motivation to complete a maker project and the quality of their academic writing. For this study, collaboration consisted of group work under role assignments. Students were in one of the three groups: (1) Assigned Roles Makerspace, (2) Assigned Roles Classroom, and (3) No Roles Makerspace. Students’ motivation was measured, and their pre- and postwritings were collected. Students were also interviewed. A one-way analysis of variance (ANOVA) of the survey data and planned comparisons showed that collaboration had a significant effect on students’ pressure. A one-way ANCOVA analysis showed that there was no statistically significant difference among the three groups in post-writing. The analysis of interview data suggested that students enjoyed working in makerspaces and that collaboration reduced their sense of pressure
Short Story Writing Learning Based on Local Wisdom with Digital Book Media for University Students
No full textShort story writing is one of the skills that must be mastered by students of the Indonesian Language Education Study Program. One of the determining success factors is the presence of a comprehensive reference source. This research aimed to facilitate the short story writing learning, lecturer, and students by using the digital book as a reference. This study discussed the improvement of short story writing skills using a digital book based on local wisdom for the Indonesian Language Education Study Program students. With the help of digital book media, various types of local wisdom could be incorporated into the short story writing. A quantitative method was employed to describe the findings regarding the use of digital books in short story writing. The technique used in the effectiveness test was the paired samples t-test. The findings focused on the effectiveness of short story writing learning using a digital book compared to a printed book in terms of increasing student creativity. Both significance test results obtained values below 0.05, indicating a significant difference between the results of short story writing in the pre-test (control group) and post-test (experimental group) data
Effectiveness of a Collaborative Intervention in Self-Regulation and SelfEfficacy of Higher Education Students
No full textContemporary research indicates that the effective regulation of learning is beneficial to performance, but that its use by college students has been shown to be limited. The aim of this study was to examine the effectiveness of a collaborative intervention with a female professor on self-regulatory processes and self-efficacy beliefs of her higher education students. The sample consisted of 20 students from a Pedagogy class at a public Brazilian university and applied an almost experimental design containing pre-test, intervention and post-test. The collaborative intervention took place during a school semester, with individual sessions between professor and researcher, in addition to participating in classroom. In the pre-test and post-test, all students answered the learning and study strategies inventory and the self-efficacy belief scale for academic training. Overall, the results showed an improvement in the perception of academic selfefficacy, decreased anxiety, greater attitude towards studies, use of strategies to perform tests and selection of the main ideas, which showed a positive effect through the collaborative intervention. Therefore, there is evidence regarding the need of teacher training and curriculum revisions with a view to promoting the self-regulation of student learning
Getting a Good Start to School Life, Basel Primary Schools in Switzerland
No full textDear Readers, Primary school, together with kindergarten, constitutes the beginning of 11 years of compulsory education. After kindergarten comes primary school, which lasts for six years. Children attend the same school for all six primary school years. In primary school, children's perception, thinking-expression skills and social skills are supported. The primary school level has to introduce children to the fundamentals of lifelong learning. Teaching in primary school is holistic and experience-oriented. Depending on their age, children often learn by living, acting, and experimenting. Children are encouraged in their personal, social and professional skills. Teachers take into account the relevant developmental level of a child and develop individual abilities and skills. In addition, students are prepared for the transition to three-tier secondary school. School trips, excursions and school colonies are part of the lessons. (Erziehungsdepartement, 2023a)
Virtual Reality on Contextual Learning during Covid-19 to Improve Students' Learning Outcomes and Participation
No full textThis study aims to produce and assess the feasibility of historical virtual reality video products developed to create contextual learning and implement developmental instructional media in online learning to improve student outcomes and participation during the pandemic. This research is a research and development (R&D) with a non-equivalent control group quasi-experimental technique to obtain data. The respondents of this study were 88 students of grade X senior high school in Yogyakarta, Indonesia. The results of product development were validated by historical material experts, teachers, and learning media experts to assess the quality and feasibility of the media. Analysis of quantitative data showed a significant effect on improving learning outcomes in the experimental class compared to the control group (sig < .05). Virtual reality instructional media users in the experimental class showed a good increase in participation. Based on the results of this study, VR has proven to be feasible and effective as a contextual learning instructional media because it can present conditions such as real situations and provide experiences for students to be able to improve learning outcomes and learn participation without having to come to a place
How Are Students' Prior Knowledge Differentiate Analytical Thinking Process in Identifying the Convergence of Real Number Sequences?
No full textAnalytical thinking is needed in solving complex problems, including mathematics. One of them is identifying the convergence of real number sequences. The analytical thinking process includes three cognitive processes, namely differentiating, organizing, and attributing. It will allow a student to build knowledge by connecting experience with prior knowledge. Until now there has been no study that examines the analytical thinking process in terms of students' prior knowledge. This present study aims to describe students’ analytical thinking process in identifying the convergence of real number sequences in terms of students' prior knowledge. This descriptive study with a qualitative approach involved twenty-one students as subjects consisting of students with low, medium, and high prior knowledge. Data were collected using tests and interviews. The triangulation method was carried out as a data validation process. Data analysis used the constant comparative method. The results showed that the higher the students' prior knowledge, the more detailed the differentiating process was. The organizing and attributing processes are carried out depending on the results obtained in the differentiating process. This is important to understand to be able to facilitate the development of analytical thinking skills by paying attention to students' prior knowledge
Computer-Based Formative Assessment Practices of Core Academics Within a One-To-One Computing Environment
No full textThis correlational study examined the different types of computer-based formative assessments (CBFA) being utilized, frequency of CBFA use, and differences in CBFA usage rates across specified constructs in middle and high schools located in Georgia. 261 middle school and high school academic teachers were provided a Qualtrics survey and descriptive statistics, an ANOVA, and correlations were utilized to analyse the data. Findings noted a positive correlation between CBFA usage rates and teacher comfort with technology and perceived benefit of using technology, and a negative relationship between teacher autonomy to select teaching methods and CBFA usage rates. Additionally, teacher beliefs about the needs of their students are impacting their decisions to use CBFA. Through building awareness of differences in CBFA usage, researchers recommend for school leaders to encourage professional learning that is purposeful, collaborative, and sustainable, which can address the different perceptions educators have about the implementation of instructional technology. Additionally, it is encouraged for teachers to have a voice in the selection of CBFA applications used with their students and incorporating administrative directive to use CBFA application