International Journal of Instruction
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Learning to Teach Spoken Mandarin toward High-school Students through Technology-based Affective Learning Designs
No full textTechnology provides occasions for language learners to engage in authentic communication with native speakers around the world. However, in order for such language learning to be successful, it must take into account learners’ affective or emotional needs. Traditional approaches to language learning have neglected the affective domain. This study reports on the creation and verification of the learning framework. This framework relies on a case study in which pre-service Chinese language teachers use and apply technology to learn how to develop their future Mandarin as a foreign language speaking skills using affective learning strategies. Participants were 30 pre-service Chinese language teachers high-school teachers of spoken Mandarin in a ten-week teaching with technology course. Results showed that the learning framework for affective language learning included six processes, including 1) Remembering, 2) Understanding, 3) Applying, 4) Analyzing, 5) Creating, and 6) Evaluating. In addition, results indicated that the pre-service teachers used the affective strategies in terms of low anxiety and high motivation to design the website the most. The current research suggests the need for applying technology to learn how to develop future students’ Mandarin as a foreign language speaking skill using affective learning strategies
Process Skill and Student’s Interest for Mathematics Learning: Playing a Traditional Games
No full textThe urgency of doing this research is as an innovation for educators to be able to make efforts to preserve local wisdom in the form of a traditional kite game by implication it in mathematics lessons that can make learning activities fun. The purpose of this research is to introduce and preserve traditional games which are the heritage of the Indonesian nation by implementing and integrating the traditional kite game into mathematics learning in geometry material in the fourth grade of Primary school. The sample used is students with a total of 80 active students. This study uses a mix method research with explanatory design with SPSS 25 which examines the descriptive, differences, and relationships of students' interests and attitudes towards learning mathematics on geometry material that is integrated with the traditional kite game. The results of the statistical T-test of product and service solutions show that each school has different interests and process skills for each student. by doing a correlation test it was found that there was a relevant relationship between students' interest in learning in process skills. So, the implications of this research are to foster better interest and skills in students with educators being able to make learning fun through the traditional game of kites
The Effect of STEM Model Based on Bima’s Local Cultural on Problem Solving Ability
No full textIn STEM, learning skills and knowledge are learned simultaneously by students. Things that are different from the STEM aspect will require a connecting line that makes the four disciplines studied and applied simultaneously in learning. The utilization of local cultural characters in the STEM learning model is expected to provide solutions to the low ability of students to solve mathematical problems. Through this local culture-based STEM model, students are invited to get to know the richness of their culture and understand its relationship with mathematics subject matter geometry and learn to find problems, plan solutions, and solve their problems. This study aims to analyze the effect of STEM learning based on Bima’s local cultural on problem solving ability. This research is experimental. The samples of this research were 2 class X students of SMA Negeri. The instrument used in this research is a test of geometric problem-solving abilities, in the form of an essay test scattered on each sub-concept and indicator tested. The data analysis technique uses the pooled variance t-test. The results showed that the value of t count is more than t table or tobs = 8,150> t0,05,48 = 2,013 so that H0 is rejected. So, it can be concluded that the Science, Technology, Engineering, and Mathematics (STEM) learning model based on Bima’s local cultural affect the problem-solving ability. Based on results, the researchers recommended adopting the STEM based on Bima’s local cultural learning model in the teaching and learning process, in addition, further researchers can measure students' abilities on other dependent variables
Plagiarism Level Analysis of Online Take-home Examination Results and Its Correlation with Doctoral Program Students’ Learning Outcome
No full textCheating behaviour in exams in the form of plagiarism occurs in school and college education. Academic fraud is common at the higher education level at the undergraduate, master's level, and even at the doctoral level. Academic fraud is getting out of control and is difficult to eradicate on examinations carried out online without strict supervision. The purpose of this research was to reveal the level of academic cheating in the form of plagiarism and its correlation with the results of the mid and final test of the Doctoral program, which was conducted in the form of an on-line take-home examination. This research use a correlation analysis technique with a simple regression test. The sample was determined by purposive sampling technique, amounting to 101 students of 2018, 2019, and 2020 classes who took the 2nd -semester learning technical analysis and development courses. The plagiarism level of the mid and final-semester results was tested using Turnitin. This research found that the level of plagiarism in the form of an average similarity index in the mid-semester are at the intermediate level; medium level internet resources ; publication at a low level; and middle-level student papers. Meanwhile, at the end of the semester, it is known that the similarity index is at the intermediate level; medium level internet resources ; low level publications, and student papers at the intermediate level. Furthermore, the results of this study also reveal that there is a positive and significant correlation between index, internet source, and student papers with the results of mid-semester exams, except for the source of publication plagiarism. Meanwhile, there is only a positive and significant correlation between the source of student paper plagiarism and the examination of the results for the final semester exams. In contrast, the similarity index, internet sources, and publication did not find a significant relationship
The Mediating Effect of Physical Activity in the Relationship between Body Image and Life Satisfaction
No full textThe current study is intended to study the mediating role of physical activity (PA) in the relationship between body image (satisfaction/dissatisfaction) and life satisfaction. Moreover, it is intended to investigate how teachers’ BMI, age may vary through body image perception. Participants included 781 teachers ranging in age from 20 to 50 years old from all over Oman. A Google form survey was used to recruit participants. The collected data was analysed using SPSS version 23 statistical tools, and the Partial Least Squares (PLS) approach was used for Structural Equation Modelling (SEM) using Smart-PLS Ver 3. The level of body image satisfaction was higher than dissatisfaction. Body image satisfaction has a positive and significant effect on teacher’s life satisfaction, while a negative correlation was found between body image dissatisfaction and life satisfaction. Physical activity was a mediation variable in the relationship between body image (satisfaction/dissatisfaction) and life satisfaction. Policymakers should empower individuals to have a positive body image regardless of their size or appearance and it would improve certain areas of their lives, encouraging them to dedicate more energy and time to other critical aspects of their lives such as work, partnerships, and even leisure and enjoyment, resulting in improved overall life satisfaction
The Effectiveness of Using Direct Instruction in Teaching Comprehension Skill of Third-Grade Students
No full textDirect instruction is required in the use of different comprehension skills in order to advance students' ability to independently comprehend texts. Being able to make connections is an important reading comprehension strategy which allows students make meaning of what they are reading. The aim of the current study was to investigate the effectiveness of using the direct instruction method in developing the reading comprehension skills among a sample of third-grade students in Irbid Kasbah District that comprised of 60 students distributed into an experimental group 30 students from public schools, who were taught by using the direct instruction “routine”, and a control group that consisted of 30 students from private schools who were taught by the conventional teaching method. A test of 20 items was used to measure the effectiveness of using the direct instruction “routine” in developing the reading comprehension skills. The researchers checked the validity, and the reliability of the test, and the statistical analysis was extracted. The findings revealed statistically significant differences attributed to the effect of the teaching method, in favor of the experimental group, and significant differences attributed to the gender effect in favor of females, while there are no statistically significant differences due to the interaction between variables group and gender. From the findings of this study, the research concludes that the teaching method has notable effects on the reading comprehension skills of students regardless of their age, gender or other socio-demographic characteristics. More importantly, the study has demonstrated that direct instruction method has immensely positive effects on the comprehension skills of third grade students
Technology-enhanced Teaching in Engineering Education: Teachers’ Knowledge Construction Using TPACK Framework
No full textThis study investigates the knowledge that engineering teachers should possess in order to effectively implement technology-enhanced instruction in their teaching practice using Technological Pedagogical Content Knowledge (TPACK) framework, although its (TPACK) use in HEIs is inadequate. The objectives of this investigation are to investigate what TPACK construct is using in engineering education (Eng. Ed) and to study how different attributes of a teacher affect their level of TPACK knowledge. In order to accumulate engineer teachers’ knowledge, a descriptive self-assessment tool designed in a Google form was administered via email to 220 teachers from two different universities of Bangladesh located in the business district of Dhaka. Descriptive analysis, Pearson’s correlation coefficient (r), Exploratory Factor Analysis, Cronbach Alpha test, ANOVA, and Levene test were carried out to analyse the collected data. The outcomes of this investigation confirmed the practicality of the framework and discovered significant differences regarding technological knowledge (TK), conventional knowledge (PK/PCK) in field of study of the teacher and a significant difference in technology-enhanced instructions in regard to age group of the teacher. The results support the previous argument that only availability of technology and teachers’ technology knowledge in Eng. Ed may not accelerate technology-enhanced teaching. The findings add knowledge to prior research whose objective is to find ways of incorporating technology-enhanced instructions in HEIs and thus, provide recommendation to Eng. Ed towards formulating policies on incorporating TPACK components in their teaching
Effectiveness of Blended Learning Model Based on Problem-Based Learning in Islamic Studies Course
No full textThis study aimed at creating LMS-based blended learning using the Web-Centric Course (WCC) model for Islamic studies as a course according to the curriculum demands. This study was an R&D (Research and Development) with ADDIE (Analysis, Design, Development, Implementation and Evaluate) design as the learning model combined with the steps of research development by Borg and Gall. The finding of this study is a Blended Learning Model based on Problem Based Learning in Islamic Studies Course. Respondents in this study in measuring the practicality, effectiveness of students who were distributed to 32 students to test the practicality, effectiveness of the Blended Learning model (Big Group) and 10 students to test the practicality, effectiveness of the Blended Learning (Small Group) model who were taking Islamic studies courses. The development of this model is supported by textbook, model book product, lecturer manuals, student manuals, application manuals, e-learning. The result of the product validity analysis indicates that all the product in this study was valid. The result of practicality analysis by lecturer and student show that everything is practical
Design and Validation of a Questionnaire to Assess Student Satisfaction with Mathematics Study Materials
No full textThis paper shows the design and validation of a questionnaire aimed at college students to assess their satisfaction level with mathematics study materials. Starting from the theoretical framework presented, we proposed three dimensions: overall quality of mathematics study materials, didactic adequacy and motivation capacity. To that effect, we hereby explain the analysis and validation procedure of the psychometric properties of the assessment instrument. The study sample comprised 1,666 university students. Sample was chosen using a random sampling technique. The exploratory factor analysis (EFA) and the confirmatory factor analysis (CFA) performed on two consecutive samples of freshmen studying Computer Science Engineering confirmed that the Questionnaire to assess student satisfaction with mathematics study materials measures satisfaction conditions in five scales: Didactic Adequacy, Relevance, Engagement, Interaction and Technological Quality. The results revealed the existence of significant psychometric features of the constructed questionnaire
The Effectiveness of the TASC, CPS, and DI on Divergent Thinking Skill at Elementary School in Indonesia
No full textThis study aims to determine the effectiveness of using the TASC, CPS, and DI models on divergent thinking skill in thematic learning for fifth-grade public elementary schools in Laweyan District, Surakarta. This research is mixed-method research. The fifth-grade students at a public elementary school in Laweyan District, Surakarta, Indonesia, are the research subjects. The subjects of this study were 271 elementary school students. The techniques used were tests, questionnaires, observations, and interviews. The TASC and CPS models were used as experimental models (treatment classes), while the DI models were used as models applied in the control class. The data validity technique of this research used three ways, namely content validity; construct validity; and data triangulation (methods and sources). Data analysis was carried out in two ways. First, the quantitative analysis was done through the analysis prerequisite test, hypothesis testing, and multiple comparison tests. Second, qualitative analysis utilized interactive analysis (data reduction, data presentation, and drawing conclusions). The results revealed that the TASC learning model is more effective in applying thematic learning than the CPS and DI models when viewed from the adversity quotient. The TASC model helps students maximize divergent thinking skills compared to other models, student activity in the CPS model has not been maximized, especially in divergent thinking skill, meanwhile student activity in applying the DI model is very boring and students are very passive. In short, the results of this study can be used as a reference for academics (teachers, lecturers, or future researchers) to determine innovative learning models that can maximize students' higher order thinking skills