International Journal of Instruction
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Multicultural Study Groups: Long-Term Gains for Peer Facilitators
No full textDespite the abundance of the literature reflecting peer facilitators’ short-term gains, the long-term merits of once acting as a peer facilitator still represent a blank space in the academic literature. This retrospective qualitative case study employs Personal Meaning Maps and semi-structured interviews to explore five former peer facilitators’ narratives to elicit any long-term perceived value of once acting as a peer facilitator in a peer-led multicultural self-study group. Utilizing the content dimension of learning framework, the study concludes that the former peer facilitators perceive a wide range of long-term benefits such as the consolidation of knowledge, the development of skills and competencies, and a positive impact on their personal growth and professional identity
Assessment Development in Measuring Students’ Context-rich Problemsolving Ability in Physics
No full textThis study developed 17-item physics problem-solving ability to measure the students’ performance in solving context-rich problems. In this process, 8 students were interviewed on how they solve physics problems. Qualitative analysis showed 37 latent attributes that describe their ability. Attributes were surveyed to 370 students to establish psychometrics via rating scale-graded response model (RSGRM) and to ensure psychometric assumptions through Mokken’s scale analysis (MSA). Analyses showed that there are 17 valid items or set of outcomes in designing assessment tasks that define what is to be learned as a problem solver. It represents a unidimensional construct (SRMSR=0.043) that provides more information to person ability that ranges from -2.0 to +2.0 values (SE2=0.81). The measurement information generated useful information in describing the students’ problem-solving ability. It also demonstrated a 3-ordered response expectations that could represent the solver’s actual reasoning as a a cognitive structure. This study noted that the ordered response requires further study and exploration
Students’ Profiles in the Perspectives of Academic Writing Growth Mindsets, Self-Efficacy, and Metacognition
No full textIt has been a consensus that growth mindsets, self-efficacy, and metacognition have played their respective roles in academic writing. However, very few previous studies have investigated the contributions of those variables all together in single studies. Thus, the present study aimed to examine the interplay among academic writing growth mindsets, self-efficacy, and metacognition concomitantly as a single study by formulating seven hypotheses. Using partial least squares structural equation modelling (PLS-SEM), this quantitative study conveniently involved 464 undergraduate students from several majors, working with undergraduate theses. They were the students from four state universities and two private universities in Central Java and Papua, Indonesia. A valid and reliable questionnaire negotiating academic writing growth mindsets, self-efficacy, and metacognition was copied into the Google form, and the links were distributed to the respondents. Results demonstrated that, in the academic writing context, positive and significant relationships were encountered between growth mindsets and ideation selfefficacy, growth mindsets and convention self-efficacy, growth mindsets and selfregulation self-efficacy, ideation self-efficacy and convention self-efficacy, ideation self-efficacy and self-regulation self-efficacy, convention self-efficacy and self-regulation self-efficacy, and self-regulation self-efficacy and metacognition. Self-regulation self-efficacy mediated the correlation between growth mindsets and metacognition. Future’s studies are expected to develop a structural model of academic writing factors by incorporating the other influential variable, e.g. critical thinking skills, because it might contribute to differences in academic writing skills
Educational Analysis to Develop Character in Malaysia and Indonesia
No full textThis study aims to describe character development in elementary schools in Malaysia and Indonesia. The research method used is a qualitative method with a literature study design. The data collected in this study is about government policies regarding Character Education contained in the Curriculum Structure and supporting policies in the two countries. Analysis of the data used is content analysis. Data analysis was carried out qualitatively through the process of description, reduction, categorization, and interpretation. The results show that Indonesia and Malaysia have a strong commitment to developing education. Character education is developed in elementary schools or low schools through school textbooks, lesson plans, examples, and the existence of certain subjects, such as civic education and religious subjects. The conclusion obtained about the similarities is that character development is carried out under the auspices of the ministry of education and the method used is through textbooks and learning examples. The difference is, in Indonesia character has been directly included in the lesson plans and developed in all subjects, but there are two special subjects that are intended to shape students' attitudes and character. while in Malaysia character development is implemented in Islamic Education and Moral Education subjects as well as embedded in other subjects like Malay Language, English Language and History Education
RQANI: A Learning Model that Integrates Science Concepts and Islamic Values in Biology Learning
No full textA preliminary study showed that Biology learning in the classroom could not encourage the integration of science concepts and Islamic values. The aims of this study are to (1) develop a new learning model that integrates scientific principles and Islamic values, and (2) characterize the RQANI model’s validity, practicability, and effectiveness. This study belonged to the research and development study. The learning model was developed in four stages, including (1) preliminary investigation, (2) design, (3) realization/implementation, and (4) test, evaluation, and revision. The study population included all biology education students at IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar in Indonesia. The study enrolled 120 fourth semester biology education students from IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar, Indonesia. The research instruments employed in this study are validation sheets for learning models, observation sheets for learning implementation, learning achievement tests, and response questionnaires for the learning model. The results of this study include: (1) a new learning model, namely RQANI, that consists of five learning stages (Reading, Questioning, Answering, Elaboration, Integration); (2) The validity of the RQANI prototype was very high with an average value of 3.74. The RQANI learning model was considered fairly practical and effective in improving student learning outcomes and positive responses. Therefore, it can be concluded that RQANI has met the requirements for a valid, practical and effective learning model
The Learning Strategy of Third Language (L3) University Students for the Korean Language: A Study of Chinese Students
No full textThis study aimed to understand the language learning strategies of L3 Chinese university students who were taking a year-long university exchange programme in one of the South Korean universities and who had learning experiences with both the Chinese and English languages. Based on the constructivist learning theory, this qualitative study sought to identify the elements and factors that could influence their language learning strategies based on previous and current experiences from 72 Chinese-as-the-first language international students with interviews, focus group activities, and remarkable-item sharing. Two questions guided this study: 1) what are the major applications and strategies of language learning used by the L3 language learners of the Korean language, and 2) what elements and factors influence the language learning strategies that are based on the L3 language learners’ previous and current experiences? The results indicated that interests in Korean popular culture and entertainment, contemporary teaching and learning materials, and bridge my previous knowledge with new ideas were the main themes. The study’s results outline the preferred teaching and learning strategies and reveal how the participants absorb their foreign language knowledge based on their previous experiences, current experiences, and contemporary situations
Cognition Processes of ASD Students: Recommendations for Mathematics Teaching and Learning Process
No full textThis study aims to describe the cognitive process of autism spectrum disorder (ASD) students in solving mathematical problems in order to provide recommendations towards ensuring an appropriate learning process. It was conducted qualitatively using three ASD students in senior high school in Indonesia with high, moderate, and low intelligence. The student with high intelligence was able to receive and recall all the information in 4 forms, determine patterns, recall relevant information, make generalizations from patterns using two approaches in order to discover general formulas, and compare the general formula with other formulas. Meanwhile, the moderate intelligence student was able to receive and recall all information in two forms, determine patterns using image representation and concrete media, recall relevant information, and understand the pattern but unable to make generalizations towards obtaining a general formula due to the inability to understand the meaning of symbols. Moreover, low intelligence student was able to receive and recall a small piece of information in one form of representation, unable to determine the pattern because the subject was only able to understand qualitative information and unable to discover general formulas, and experienced difficulty in recalling relevant information
Values System Relationship to Leadership Behavior of Practicing and Non-sports-practicing University Students
No full textThe study examined the values system and its relationship to leadership behavior of sports-practicing and non-sports-practicing students in Al-Balqa Applied University, Jordan. The study used two tools to collect data, namely, values system and leadership behavior questionnaires. The study sample consisted of (217) students, (64) of whom are sports-practicing, and (153) are non-sports-practicing. The results showed that the degree of students’ possession of the values system as a whole was high, in descending order, moral and democratic values, achievement and competition values, national values, physical skills values, social values, aesthetic values and finally financial gain values. Besides, it showed that students’ leadership behavior degree was high, and there was a statistically significant difference at (α = 0.05) between the means of the sports-practicing, and nonsports-practicing students’ estimates on values system items. Also, there was a statistically significant difference in their estimates on the leadership behavior scale in favor of sports-practicing students. The study recommends universities to develop sports activities and intensify training courses that teach students leadership behavior and link knowledge and skills to the values system in their events, programs, curriculum and field activities
Writing Goals in the Instructional Designs of the Greek Preschool Education
No full textThe official policy documents of the Greek preschool education adopt a functional perspective of writing (i.e., writing for real communicative purposes) which signals an attempt to align the national language policy with the communicative language policy of the European Union. In this article, the consistency of this alignment is examined by focusing on the compatibility between this functional perspective and the writing goals of the official instructional designs of the Greek preschool education. Using a document-based investigation, 76 instructional designs were collected and analysed through a deductive and a descriptive statistical process of content analysis by calculating frequencies between the writing goals of each design with goals which reflect either the functional-pragmatic view of writing (writing as purposeful communication) or the opposite structural one (emphasis on the autonomous layers of language; phonology, morphology, syntax, semantics). It was found that the structural writing goals, appearing in most instructional designs, diverge from the official functional view of writing focusing on the structural phonological goal of how children can learn to correspond sounds with letters (a main feature of the traditional language instruction). This divergence signals a divergence from the European language policy which simultaneously gives emphasis on key communicative competences and the functional communicative language instruction. Therefore, a prerequisite of the instructional designs for fulfilling the European communicative goals is an epistemological shift from language structure to language function
Analysis of the Reliability and Validity of the Self-Determination Questionnaire Using Rasch Model
No full textSelf-determination can affect students to have a positive way of thinking and acting, also to make realistic choices so they can make a decision responsibly. This study aimed to develop a questionnaire to measure student self-determination and validate it. This study was conducted in 2019, involved 406 university students as participants consisting of 78 males and 328 females, aged 20-24 years in Universitas Pendidikan Indonesia. This study utilized the quantitative approach as its method and there are 18 questionnaires with a 7-point Likert scale as an answer choice. The data analysis used the Rasch model, “i.e.” Winsteps software. Study results show that the Cronbach Alpha value, which measures the interaction between the person and items, is 0.96, which falls into the excellent category of performance. In addition, the Person Reliability of 0.94 demonstrates that the respondents have consistently correctly answered questions, even in the outstanding category. The items in the self-determination questionnaire have high reliability so that they can be used to measure the self-determination of university students