International Journal of Instruction
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Metacognitive Contribution to Biology Pre-service Teacher’s Digital Literacy and Self-Regulated Learning during Online Learning
No full textDigital literacy development at the university level is necessary for facing Industrial Revolution 4.0. This research is ex post facto research that examines the phenomena that occur in the learning process. The study was conducted from April to August 2021, with 64 respondents from all universities with Biology Education Study Programs in Bali involved in filling out Metacognitive Ability, Selfregulated Learning, and Digital Literacy questionnaires distributed through Google Forms. The tabulated data were then analyzed using Structural Equation Modeling - Partial Least Square (SEM-PLS) SMART PLS 3.0. The results showed that the contributions of metacognitive abilities to the digital literacy skills of biology education students in Bali were 23.1%. In the other hand, contributions of metacognitive abilities to self-regulated abilities were 41.8%. Furthermore, in biology courses, metacognitive abilities have a significant contribution to digital literacy compared to self-regulated learning
Self-Regulated Learning in Covid 19 Pandemic: A Comparative Study between Indonesia and Malaysia
No full textStudents all over the world have experienced significant changes in their learning due to the covid-19 pandemic as schools and institutions were forced to switch to distant online education, which requires high self-regulated learning skills. A total of 338 were males and 886 were female respondents from public high school and university students in Indonesia and Malaysia (542 Malaysian and 682 Indonesian). Data were collected using the online self-regulated learning questionnaire (OSRL), which assesses self-regulated learning in the online and blended learning environment. Results revealed that there was statistically significant interaction between the effect of nationality and level of education on SRL among Indonesian and Malaysian students. Postgraduates showed higher levels of SRL in comparison to students from other levels. This study highlighted the SRL strategies that Indonesian and Malaysian students use to overcome the online learning challenges in covid-19, which might help educational institutions understand what support is needed to help students develop self-regulated learning skills in an online learning environment
The Relationship between Environmental, Outdoor and Field Education: A Study in Rural Communities
No full textBased on sociocultural constructivist theory, the purpose of this study is to understand the experiences, cognitive learning, and personal developments of a group of postgraduate students in environmental science and engineering who completed a six-week-long summer field research and outdoor education program. With a qualitative design, interviews, focus groups, remarkable item sharing, and diaries from 20 participants. The results indicate that learning from and observing nature, the balance between humans, animals, and nature, and transferring environmental protection knowledge and practice were the three key themes. Also, two subthemes observation to practice and cognitive knowledge, and sustainability arose from the participants’ outdoor education program experiences. The outcomes of this study provide recommendations to university administrators, secondary school teachers, government departments, policymakers, and researchers aiming to establish and host field research and outdoor education programs to teenage and university students in order to build up a sense of environment and environmental protection
Integrating a Game-Based App to Enhance Translation Learners’ Engagement, Motivation, and Performance
No full textThis study investigated whether learning translation skills with a game-based learning app called CHEN-slate improves university learners’ motivation, course engagement, and overall course performance. In all, 75 undergraduate Taiwanese EFL students participated in this study. A survey and individual semistructured interviews were employed to collect data. Regression analysis and content analysis semistrutctured interview were used to analyze the data. According to the Regression results, student attitude towards using the app was a strong predictor of course engagement and translation learning motivation. Moreover, the overall course grade of the learners was enhanced through higher course engagement, which was increased by their learning motivation, especially extrinsic motivation based on the regression results. The findings have provided pedagogical implications for English–Chinese translation instructors seeking to enhance learner motivation, engagement, and performance by adopting digital game–based learning. Suggestions for future studies to promote the adoption of using gamebased app in translation courses for university EFL students are provided
Using Embedded Quality Managers in Peer Teaching Groups in a Construction Management Classroom
No full textIn this study, a Quality Manager (QM) was embedded within a peer-teaching group. A QM is a student who is enrolled in a course and serves as an instructional and supportive extensions of their professor. The individual QM then worked with three other students to act as a peer-teaching group, with the objective of teaching one lesson at the end of the semester. The lesson topic was on using scheduling software. The QM had previous knowledge of the software and the goal was to have the remaining three students learn and prepare their lesson plan, strictly learning from the embedded QM. Then at the end of the semester, the group of four, taught the lesson to the remaining students. This methodology allowed for two layers of peer-teaching; one within the peer-teaching group, and the other from the peer-teaching group to the remaining students. The embedded peer-teaching implementation was validated through in-course surveys, and grade comparison from the student-led lecture versus an instructor-led lecture teaching a similar scheduling program. This methodology was implemented six times, using two different scheduling programs. The surveys indicated a preference to student-led learning, over instructor-led learning. The grade comparison demonstrated an average 12 percentage point improvement
Psychometric Properties of the Emotional Skills and Competence Questionnaire for Teachers
No full textThe Emotional Skills and Competence Questionnaire, as an emotional intelligence self-report measure, is based on the theoretical framework of the Mayer-Salovey emotional intelligence model and presents good psychometric properties in a crosscultural setting. Different studies showed that emotional intelligence has a positive impact on teachers’ work. So, the present study aimed to analyze the psychometric proprieties of the Emotional Skills and Competence Questionnaire adapted for teachers. A sample of 843 teachers from Portuguese schools (1st to 12th grades) was used. The scale was back-translated, adapt and participants completed a battery of questionnaires: The Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T), and the Teacher Sense of Efficacy Scale. Statistical analysis included structural equation modeling, and results showed a good fit with the original factor structure, a robust reliability coefficient, and good psychometric validity for ESCQ-T. Also, relationships with teacher efficacy were found. So, the results suggested that it is a valid measure for assessing teachers’ emotional skills and emotional competence. In conclusion, the ESCQ-T demonstrated adequate psychometric properties and can be used to assess teachers’ emotional skills and emotional competence
The Effect of Project-Based Blended Learning and Students’ Creativity on Eleventh-Grade Students’ Learning Achievement
No full textProject-based blended learning is an innovative learning model viewed as an alternative reflecting 21st century learning. This study intended to investigate the effect of project-based blended learning and students’ creative towards their learning achievement. Pre-test and post-test quasi experimental with 2x2 factorial model were used as the research design by involving 60 eleventh-grade students of culinary study program at SMKN 2 Singaraja. They were selected as the research sample through conducting simple random sampling technique. A statistical analysis was conducted to analyse the obtained data from pre-test and post-test. The results of the study showed 1) there is different achievement between students who are taught using project-based blended learning and conventional method; 2) project-based blended learning is quite effective to increase students’ achievement; 3) there is an interactional effect between project-based learning and creativity on students’ achievement; 4) there is different achievement between students’ with high creativity of experimental and high control group; and 5) there is different achievement between students’ with low creativity of experimental and high control group. The application of project-based blended learning can improve students’ achievement indirectly through the boost of students’ creativity
Students’ Reasoning about Variability When Comparing Two Sets of Data from the Perspective of Commognitive
No full textThis study aims to explore students’ reasoning about variability when they compare two groups of data from the perspective of commognitive. The task contains two questions, namely comparing the distribution of the patient’s recovery time in the two treatments and choosing one of the two treatments that the patient should use. Data on the assignment were given in the form of ogive graphs. Interviews were conducted to get in-depth information about students’ reasoning on variability. Fifty-nine mathematics education students were involved in this study (16 male and 43 female). The students have studied material about measures of dispersion. Eight of them were chosen as the subjects of the study. The assignment was given to the students to be completed by thinking aloud. Data on the assignment were given in the form of ogive graphs. The finding of this study was that there are four categories of students' reasoning when they interpret variability, namely quantitative, confirmation, single center point, and informal categories. The educators can introduce students to various types of data displays that can foster the development of students' reasoning about variability. Further research can be carried out by assessing students' reasoning about the variability of various levels of education
Teachers, Education Administrators, Education Experts and Students’ Opinions on Teacher Education Programs for Secondary School Teachers
No full textSecondary school teacher education in Spain has paid no attention to the fundamental principles of teacher education to educate all adolescents. The conditions under which this training has been implemented in the Spanish context have created a complex panorama of political and professional resistance, and a multitude of "gaps". The aim of this study was to define the conditions that this type of teacher education must fulfil to contribute towards developing the pedagogical elements that this training has been lacking and which are necessary to make it a quality education experience, accessing particular and shared meanings to master students, secondary education teachers, master principals and teacher education experts (researchers). For this research, both in-depth interviews and open-ended questionnaire questions were used. These were used to acquire the opinions and assessments of the participants. Afterwards, a content analysis was carried out in order to collect the evaluations provided for each single elements, extracting characteristics that define them as desirable. Findings advocate elements such as meaningful relationships between university institutions and secondary schools, and training agents who believe in training and who know how to transfer real practical knowledge to training. From these results, it is concluded that the implementation of the model to be introduced requires the creation of shared meanings and beliefs towards training. This requires effort and political will at all levels
The Use of Digital-Based Media in Children’s Literature Learning in Universities During the Pandemic
No full textInteractive digital media is a product or service to present children's literature learning materials expected to motivate students in class. However, in actual conditions, the existing learning facilities have not presented interactive digital media, such as PowerPoint, learning videos, and e-books. Children's literature materials are focused on the age range from 5 to 13 years. This research employed a mixed method approach involving a sequential exploration. Researchers began by exploring qualitative data and used the analyzed research results to develop the secondary data incorporating a quantitative method. The research respondents were 117 lecturers in literature education at five different universities. Due to time and cost constraints and total samples that should be above 30% of the population, researchers involved 54 participants. In this regard, the simple random sampling technique was employed, in which all individuals in the population had the same opportunity to participate. Randomization was chosen because the target population was homogeneous. The sampling procedures consisted of (1) preparing a list of all population members and marking each with numbers 1 to 117 and (2) selecting the samples randomly using a table of random numbers from 1 to 54. The findings revealed that interactive digital media was needed in digital transformation in the modern era. The education sector could not avoid digitalization which promoted changes in the learning system, especially in Indonesia. Therefore, educators should incorporate interactive digital media into their learning plans to engage students and ensure positive learning outcomes