International Journal of Instruction
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The Identification Misconception in Geography Learning During Covid-19 Pandemic Using Three-Tier Diagnostic Test
No full textOnline learning during covid-19 pandemic is the first experience for most teachers and students in Aceh. This study aims to find out how the level of geographical concepts understanding during online learning in Aceh, Indonesia through threetier diagnostic test. After knowing the concepts students find difficult as well as their difficulties in understanding those concepts, as long-term goal online learning method which is effective and innovative will be developed to enhance the level of geographical concepts understanding and to avoid misconception in students. This study uses quantitative approach. The object of study were students of class XI and XII with the total of 131 students come from 19 school in Banda Aceh and Aceh Besar. Data collection instrument used was test in the form of three-tier diagnostic test given online through google forms. Data analysis was carried out by analyzing the combination of answers using three-level multiple choice. The results showed indicated that the percentage of students who understand concept was 6.2%, do not understand concept were 78.50%, misconception was 3.18% and error was 2.12%. Based on the result of study it can be concluded that most respondents were in the category of do not understand the concept
The Cybersecurity Practice in Saudi Universities to Protect the Intellectual Rights of Faculty Members’ Publications
No full textThis study aimed to identify the reality of cybersecurity practice in Saudi universities to protect the intellectual rights of faculty members’ publications. The study population consisted of all faculty members at Taif University, Umm AlQura University, King Abdulaziz University, and Prince Sattam bin Abdulaziz University. Participants were 120 faculty members from the four universities. The descriptive-analytical method was used and data was collected by a questionnaire developed by the author. The results revealed that cybersecurity practice in Saudi universities for protecting the intellectual rights of faculty members’ publications is high. Obstacles to cybersecurity practice in Saudi universities are medium. Ways to overcome obstacles to cybersecurity practice in Saudi universities are high. No statistically significant differences (p=0.05) were found in the views of the participants in the questionnaire’s individual dimensions or the total score by gender, experience, academic rank, and university. Based on the study results, it is recommended that universities reduce the obstacles to cybersecurity practice reported by the participating faculty members and put the ways they proposed into practice to take the cybersecurity practice to a higher level
The Impact of Moodle Learning Analytics on Students’ Performance and Motivation
No full textThe central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students’ motivation, students’ readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students’ abilities related to independent learning
Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review
No full textThe learning outcomes of Islamic religious education can be in the form of knowledge of Islamic teachings, the ability to read and write the Qur'an, the ability to worship according to religious guidance, and an understanding of morals and morals in accordance with Islamic teachings. Islamic religious education is a compulsory subject in Indonesia from elementary school to university. This study aims to prove the impact of various studies in improving learning outcomes of Islamic religious education and to identify, study, evaluate, and interpret aspects of the study. This type of research is mixed methods designs with an Exploratory Sequential approach. The research variables consist of learning outcomes of Islamic religious education as the independent variable and various studies as the dependent variable. Data were obtained from online databases, namely Google Scholar and Dimensions, which were selected using specific criteria. Quantitative data analysis with correlation meta-analysis assisted by R Studio and qualitative analysis with Systematic Literature Review assisted by NVivo. The results showed that there was a positive and significant correlation between learning outcomes for Islamic religious education with various studies and n bias. The most important components in learning Islamic religious education are learning methods and attitudes, and cognitive and learning media that must be considered to achieve learning goals
Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools
No full textInclusive education is the right of all students without exception. One of the learning strategies for the philosophy of inclusive education is differentiated learning. This study aims to develop differentiated learning assessment tools and carry them to the test in the field. The current study uses the Research & Development method, using the ADDIE approach model. Observation, documentation, the Likert scale, and questionnaires carried out data collection. The participants were 42 teachers and 17 experts for validated differentiated learning assessment tools. Then, the differentiated learning assessment tools were carried out to test in the field, 85 students with special needs from four inclusive schools in West Sumatra, Indonesia. Qualitative analysis was used to develop assessment instruments, while quantitative analysis was used to test instrument validation and measure students' level of involvement with special needs. The results showed that the differentiated learning assessment instrument consisted of four aspects, namely: (1) content, (2) process, (3) product, and (4) learning environment. The validity and reliability of learning assessment instruments are distinguished as being suitable for use with a high level of reliability. Teachers in inclusive schools can assess the readiness, interest, and learning profile of students with special needs. There was an increase in teacher skills in differentiated learning and the involvement of students with special needs in learning
Role-Playing or Retelling Stories: Which One is Preferable in the PostReading Stage? - Answers from Direct Stakeholders in English Classes
No full textSeveral studies have indicated the benefits of role-playing (RP) and retelling stories (RS) in English language teaching. However, almost none of them has examined the users’ preferences for these techniques in English as a foreign language (EFL) teaching and learning, especially in the post-reading stage. Consequently, this current study was conducted to investigate the EFL teachers’ and students’ perceptions of the benefits and challenges of using the two techniques as post-reading activities. Besides, the stakeholders’ preferences between RP and RS were examined. There were three EFL teachers and 109 students participating in this current study. The study used a questionnaire, semistructured interviews, and focus group interviews to collect data. The results revealed that RP was useful for developing EFL students’ socialization and brightening the learning atmosphere, and RS helped improve students’ linguistic competencies. Nevertheless, the techniques caused much noise, were unsuitable for large and mixed-level classes and encountered students’ unwillingness to participate. Besides, two-thirds of EFL teachers preferred RP more than RS. On the other hand, EFL students preferred RS to RP due to their constraints. Based on the study results, pedagogical implications have been made for better implementation of the techniques
Project-Based Learning Intervention and Its Effect on Promoting English Language Proficiency Based on Moderator Variables: Meta-Analysis
No full textThe previous researchers have studied the effect of Project-based learning on English language proficiency. They found that project-based learning has a positive effect on English language proficiency. However, it is not known whether the impact of project-based learning on English language proficiency significantly differs based on potential moderator variables. The study aimed to conduct a metaanalysis of the findings of experimental studies evaluating the impact of projectbased learning on English language proficiency between 2015 and 2021. experimental studies on the effect between project-based learning and English language proficiency are analysed using meta-analysis. The meta-analysis calculated 17 effect sizes of studies. The study found that the random effects model and the effect size were moderate the result. It also revealed that the impact of project-based learning on English language proficiency significantly differs based on the potential moderator variables. The results have pedagogical implications since they suggest that project-based learning is ideal for enhancing the English language proficiency of learners
Korean Pre-service Teachers' Self-efficacy with Online Micro-Teaching Activities in a Teacher Education Program
No full textDuring the 2020 calendar year, teacher education programs were forced to transition courses online because of Covid-19. This situation necessitated the redesign of teacher education programs that used micro-teaching activities to scaffold experiences for pre-service teachers (PSTs). This study focused on how two different delivery designs for online micro-teaching affected PSTs' selfefficacy, outcome expectancy, technology integration knowledge, and reflections. The course format was guided by flipped learning model. A total of 134 pre-survey and post-survey comparisons were used. In addition, 10 participants voluntarily agreed to participate in the interviews at the end of the semester. By implementing a mixed-methods approach, survey and interview data indicate that online delivery does not improve self-efficacy but significantly enhances outcome expectancy, contrary to the literature on face-to-face delivery. In addition, qualitative data revealed that the micro-teaching experience boosted PSTs' knowledge and the future need for technology integration through critical reflection. Finally, several suggestions are provided for effective online micro-teaching activities in the teacher education program
The Effect of the ‘Fast Game’ in Handball on the Final Ranking of Teams in Major International Competitions
No full textThe main purpose of that study was to identify which of the independent variables that measured fast play tactics (Fast Throw-Offs and Fast Breaks) could predict a team's ranking in a high-level tournament. Researchers collected statistical data on the teams that took part in the final tournament of the Men’s EHF EURO 2022. The main analyses of the study were Hierarchical Regression Analyses utilising the Stepwise methodology. As a result, the final ranking of the teams is significantly affected by more than 38% by the process of playing fast and fast breaks in particular. On the contrary, the FTO, either in all its efforts or in its final outcome (successful FTOs), is not an indicator that predicts or influences the final ranking of the high-level teams taking part in a major event. In conclusion, both the overall efforts of fast breaks and the successful fast breaks efforts of the teams during the games of a major event, are important elements and factors that predict the performance of the teams
The Use of Social Networks by Pre-Service Teachers for the Design of Mathematical Activities
No full textCurrently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used