International Journal of Instruction
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Preservice Teachers’ Technology Integration Knowledge Development in an Online Technology-Based Course
No full textTechnology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers’ technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers' technology integration knowledge development. It provides a new way to conceptualize and measure preservice teachers' technology integration knowledge growth in context. Multilevel modeling analysis was conducted to analyze the data gathered from 53 preservice teachers over two-time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants’ main TPACK knowledge domains were more stable than their integrated knowledge domains. It was also found that the technological knowledge (TK) domain played a more significant role in explaining the development of teachers’ TPACK. TK is critical for developing pre-service teachers’ TPACK integrated knowledge domains, which can explain why some preservice teachers achieve a high level of Technological Content Knowledge (TCK) and Technological Pedagogical knowledge (TPK) at each time point while others do not. The findings and their implications provide guidance for the development of preservice teachers' technological knowledge that facilitates technology-supported learning environments
Effectiveness of the Metacognitive-based Pedagogical Intervention on Mathematics Achievement: A Meta-Analysis
No full textMetacognition is a 21st-century lifelong skill and integrating this into a learning intervention is increasingly crucial to students' progress. However, studies have shown that there is a lack of empirical studies that focused entirely on the effect of metacognitive-based intervention on mathematics education. Thus, this metaanalysis examines the effectiveness of the metacognitive-based pedagogical intervention on students' mathematics achievement. From various meta-search engines, 23 out of 2341 empirical studies from 2015 to 2022 met the set of inclusion and exclusion criteria and were subsequently included in the analysis. Using Comprehensive-Meta-Analysis (CMA) software, descriptive statistics were gathered and analyzed to generate moderator analysis, heterogeneity, publication bias, forest plots, funnel plots, trim and fill method, and Hedges'g effect size. Findings showed that the overall weighted effect size was g=1.358, indicating that metacognitive-based pedagogical intervention has a significantly large and positive effect on students' mathematics achievement. Further moderator analysis showed significant differences in mathematics subject area, while the educational level and targeted learning outcomes found no significant differences. These results establish the effectiveness of using metacognitive-based pedagogical interventions in mathematics education. Findings also serve as a foundation for teachers and educators in making informed decisions on introducing a potential intervention that impacts mathematics education
Adaptation and Training Model of the Board Game Untold for Narrative Competence
No full textIn this study, a training model of the board game Untold: The adventure awaits you was developed to teach narrative skills. The research was structured in three phases: analysis of the educational possibilities of board game-based learning; application of the game in a pilot experience with the participation of 137 Spanish first-year high school students; and proposal for the adaptation of the game mechanics and dynamics. The results offer a proposal with modifications of game dynamics and mechanics to facilitate the didactic use of Untold: The adventure awaits you. The main modifications have been: simplification of rules, previous training in the interpretation of dice and metaphorical meanings, and inclusion of the villain (or knot) as the starting point and central axis of the narrative. It is concluded that it is an effective resource to develop narrative competence in a playful way
Value-based Blended Learning Model for Strengthening Students’ Character
No full textIn the era of the Fourth Industrial Revolution, blended learning must focus on strengthening students' character, in addition to building their knowledge and skills. To achieve this goal, it is essential to develop a blended learning model that is based on values. This study aims to describe the value-based blended learning model and its effect on strengthening student character. We used Borg and Gall's Research and Development method for our research, which involved a total of 265 university students enrolled in Pancasila and Civic Education courses at Universitas Pendidikan Indonesia, Universitas Sebelas Maret, dan Universitas Negeri Padang. Data were collected using interviews, questionnaires, and attitude scales and analyzed using qualitative interactive, quantitative descriptive and correlation-regression analysis. The results revealed that (1) the value-based blended learning model for character strengthening was carried out by integrating characters at all combinations, all stages of learning, and on all components of learning, habituation, role models, rules, rewards and punishment systems; 2) most students perceive very well the implementation of value-based blended learning in Pancasila and civics education courses; and 3) most of the students showed very good character. The dominant characteristics developed in value-based blended learning were critical thinking, creative and innovative thinking, independence, collaboration, hard work, digital literacy, democracy, religiosity, peace, responsibility, and tolerance. (3) The application of value-based blended learning has an effect of 50.8% on strengthening student character. Therefore, value-based blended learning should be implemented to strengthen student character
The Effectiveness of the Implementation of Three Dimensions Geometry KARA Module on Higher Order Thinking Skills(HOTS) and Motivation
No full textThe development and use of the KARA module can help students fully understand learning three dimensions of geometry. This module applies the learning method of concrete experience, reflective observation, abstract conceptual, and active experimentation (KARA) to overcome abstract three-dimensional geometry and improve students' HOTS ability and motivation. This study aims to identify the KARA module's effectiveness on the students' higher-order thinking skills (HOTS) and mathematical learning motivation. The design of this study is a quasiexperimental study with pre and post-test forms involving 164 secondary school students in Pekanbaru, Indonesia. The data were collected using open HOTS questions and a mathematical learning motivation questionnaire. The inferential statistical analysis involves Two-Way ANOVA and MANOVA. The experimental study's findings showed a significant difference in mathematical HOTS based on the groups. There were significant differences and interactions between groups based on students' ability level for HOTS. The mean scores of students 'mathematical learning motivation indicate significant differences and effects of interaction on students' abilities. Furthermore, there were significant differences in mathematics learning motivation between groups and genders. There are implications from the research data regarding education needed, teaching, learning practices, school, and theoretical terms. This study contributes to the KARA module, teaching and learning practices, instruments evaluation for the KARA module, HOTS, and mathematical learning motivation instruments
Preservice Teachers' Self-Efficacy through Hybrid Field Practicum in a Korean Teacher Education Program
No full textA practice-based approach to teacher education programs is fundamental to preparing preservice teachers (PSTs) for in-service teacher roles. Although many studies have explored the impact of field experience on PSTs' perceptions and attitudes toward diverse students, few have examined PSTs' self-efficacy in hybrid environments that require both F2F (face-to-face) and synchronous online field practicum. This study explored Korean PSTs' self-efficacy changes regarding instructional strategies, classroom management, and student engagement through hybrid field experiences. The data was collected from a teacher education program in Korea in the 2021 spring semester from April to July. This study used the Ohio State teacher efficacy scale (Tschannen-Moran & Hoy, 2001) to measure teacher self-efficacy. As a result, 133 pre-survey and post-survey comparisons were used. After the survey, seven volunteered preservice teachers were interviewed individually. By using a mixed-method design, study results showed that field experience in hybrid environments significantly increases PSTs' instructional strategies (d = 0.58), classroom management (d = 0.47), and student engagement (d = 0.48). This study suggests PSTs' self-efficacy changes through a hybrid field experience in a teacher education program
Improving Fine Motor Skills of Children Using Eggshell Collage Media
No full textFine motor skills are needed by children when entering elementary school. The skills help them to be active in class. However, many children do not have fine motor skills, so they have difficulty participating in classroom activities. This is presumably due to the lack of stimulation at home or in early childhood education institutions. This study investigated the effectiveness of improving fine motor skills for children aged 5-6 years using eggshell collage media. The study used a quasiexperimental approach with a pre-test and post-test design. The participants of this study were 15 children aged 5-6 years at early childhood education institutions selected using a purposive sampling technique. Data analysis used paired sample ttest. The results showed that before the action (pre-test), the researchers categorized children's fine motor skills as they started the growing phase; after the action (post-test), fine motor skills were categorized as developed as the expected phase, and there was an influence of eggshell collage media. With a Significant 0.000 < 0.05, it is recommended that parents and teachers implement eggshell collage media to improve the children's fine motor skills
A Proposed Problem-Centered Thinking Skill (PCTS) Model at Secondary Schools in Indonesia and Malaysia
No full textThe purpose of this study is to discover the cost effective context and general components of the instructional system design model that might contribute positively to the Problem-Centered Thinking Skill (PCTS) Model for Science Lesson in Bandung, Indonesia and Selangor, Malaysia in Bandung. In total, there were 200 secondary school science teachers from those two locations participating in the study. The primary tool for gathering data was an open-ended Google form. Triangulation was used to increase the reliability of the data by conducting both participant observations and individual interviews. Researchers found that pupils did not acquire the material because of the teacher's inadequate explanations that did not follow a scientific learning process that applies critical thinking to higher order thinking skills. Furthermore, due to signal and quota restrictions during online learning, individuals were unable to study well at home. In order to help students in Bandung and Selangor enhance their higher-order reasoning skills, it needs a current model that is flexible and uses technology tools to integrate critical thinking and scientific reasoning. Problem-Centered Thinking Skill (PCTS) as a new way of thinking about science education is called for in this study, offering for a new model of scientific learning
Examining the Influence of TASC Model Implementation in Instruction of Mathematics to Develop Cognitive Skills of Learners
No full textThis study investigated the effectiveness of using the TASC model to enhance the cognitive skills of math Elementary school students, Saudi Arabia. To serve the assigned objective of project, study adopted a quasi-experimental approach. The sample was chosen deliberately from teachers who teach mathematics cooperatively. Thirty students who studied using TASC model were selected as the first group (the experimental), which was compared with another 30 students who studied in a traditional way (the second group). Findings that have been found in study tended to reflect the effectiveness to use TASC-model within course of mathematics in order to boost mental skills of imparting proper instruction. Using this model for math teaching at other stages of education is a recommendation of the study. It also asserts the importance of training teachers and the significance of developing mathematical courses for ease of use by learners
The Effectiveness of PBL Collaborated with PjBL on Students’ 4C in the Course of Basic Education
No full textCompetencies that have to be owned in 21st century in order to survive and compete globally are Creative thinking, Critical thinking and problem solving, Collaboration, and Communication (4C). This study aims to analyse the effectiveness of PBL (Problem Based Learning) collaborated with PjBL (Project Based Learning) on students’ 4C (four competencies). The population of study are all first semester students in 7 classes who take the course of basic education at of Muria Kudus University. Samples are 4 classes with total of 126 students. It is chosen using stratified random sampling method. This study implements quantitative research with one group pre-test post-test design. The results of study show that in the teaching and learning process the score of lecture’s activity is 0,915 with excellent category. Students’ critical thinking and problem solving achieve average score of N-Gain is 0,587 with adequate category. Students’ creativity and innovation get score of 0,809. Students’ collaboration competence gets score of 0,816. Their communication competence gets score of 0,825. All of these competencies belong to excellent category. It can be concluded that PBL collaborated with PjBL is effective for students’ 4C (four competencies)