International Journal of Instruction
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Science Teachers' Views on the Use and Effectiveness of Interactive Simulations in Science Teaching and Learning
No full textThe objective of this article is to identify and discuss the views of teachers of physics-chemistry (Ph-Ch) and Life and Earth Sciences (LES) on the use and effectiveness of interactive simulations PhET (Physics Education Technology) in student teaching and learning. A survey research method was used in this study. 114 Moroccan science teachers (67 Ph-Ch; 47 LES) at middle and high schools were surveyed. The quantitative analysis was performed to provide insight into who uses PhET simulations, why they use them, and how they are used. The data collected was analyzed using Statistical Package for the Social Sciences (SPSS) software. The results indicate that the use of interactive simulations in investigative science teaching and learning is very effective for both teachers and students, despite the presence of a set of obstacles that hinder the use of classroom simulations. The implication of this research is that the use of interactive simulations in science teaching in Morocco can enhance learning activities and help students to understand scientific concepts effectively
The Impact of Inclusive Islamic Education Teaching Materials Model on Religious Tolerance of Indonesian Students
No full textThe purpose of this study is to examine the effectiveness of the inclusive PAI teaching material model on religious tolerance and eradication of radicalism in Indonesian students. Survey institutions show that religious minorities experience violations of freedom of religion and belief. Various studies indicate that about 50% of students are intolerant and have more contact with Takfiri Salafis. The negative social media posts by students leads to the negative publicity against Islamic Religious Education (PAI) lecturers. Although the PAI course aims to build students' religiosity and tolerance, it contains minimal relevant content. A sample of 460 students, specifically 230 experimental and 230 control classes, were tested using the Quasi-experimental method. The results showed that inclusive PAI teaching material is more effective in increasing religious tolerance and reducing radicalism. Therefore, PAI lecturers need to adopt this method to increase students’ tolerance
Motivation and Retention of Teaching Foreign Language in South Korea: Perspectives of University Instructors
No full textBased on the guidelines of the Social Cognitive Career Theory, the purpose of this study is to understand the motivations and reasons why foreign language university instructors decide to stay in Korea for their life-long career development. This research was guided by one research question, why would foreign university instructors decide to stay in Korea for more than 15 successive years at the same university? With the Interpretative Phenomenological Analysis, ten participants were invited. The results indicated that personal considerations and financial considerations are the most important factors for the career development of these groups of foreign teachers in Korea. This study has contributed to practices devoted to teachers’ professional development and career development of foreign teachers. First, the shortage of teachers and educational staff is significant in all locations, regardless of population. Second, the East Asian region is one of the popular destinations for many international students, teachers, and professionals to develop their career goals and personal achievements
The Effect of Outdoor Learning Method on Elementary Students’ Motivation and Achievement in Geometry
No full textMastering mathematics in elementary school is essential for students because it provides the foundation to learn the subject at the secondary school and university levels. This study aimed to examine the effect of implementing the Outdoor Learning in Mathematics (OLM) method to increase elementary students' motivation and learning achievements in geometry. This study was carried out at one of the public elementary schools in Jember, East Java, Indonesia using an experimental research design. Participants were 54 grade 4 students consisting of class 4A and 4B, equally divided into the experimental and control groups, respectively. The experimental group was treated in the form of learning geometry topics using the OLM method, while the control group used conventional methods. Data were collected using questionnaires, observation, and tests. The obtained data were analysed using non-parametric statistics with SPSS software. The results showed that students' opinions were very positive and supported the application of the OLM method in elementary schools. In addition, the OLM method triggers the students’ motivation, as well as student learning achievements in geometry. Thus, it can be concluded that the Outdoor Learning method has a positive effect on elementary students’ motivation and learning achievement in geometry. From these results, it is necessary to conduct further researches involving a large number of participants, develop teacher modules, and incorporate the OLM method into the mathematics curriculum. It is hoped that students will like mathematics more, so that their motivation and learning achievements can be improved
Teacher’s Achievement in Curriculum 2013 Training: A Hierarchical Linear Model
No full textThis study develops an Hierarchical Linear Model (HLM) model in order to identify the predictors that have an effect on teachers’ achievement in curriculum 2013 training. It is a two-level model with teacher’s characteristics as Level 1 variables and facilitators characteristics as Level 2 variables. The analysis in this study uses secondary data. The Indonesian Central Kalimantan Province Education Quality Assurance Institute has implemented education and training for the 2013 curriculum, and has a post test score document. The HLM analysis model is applied, with stages: zero model analysis, finalization of level-1, level-2, and final analysis model for teachers and facilitators. The results of the analysis for the teacher level, that the PRIA-B predictor has a direct positive effect on the results, C13ACH. Meanwhile, GENDER has a negative effect on C13ACH. The Facilitator, GENDER, and P_MEAN have a direct positive effect on C13ACH while GENDER is also found interacting with PRIAB that leads to the outcome variable, C13ACH. The interaction between GENDER and the slope of PRIAB is a positive one. The results of the model variance components indicate that the final full model explains about 46% of the total available variance
The Effects of Intralingual Subtitles on Jordanian University Students’ Foreign Language Learning
No full textIntralingual subtitling has become a functional accessibility didactic tool for EFL learning. Nevertheless, audio-visual translation (AVT)-- as a manifestation of educational technology-- has not been duly utilized as an EFL teaching approach in shaping the didactic and pedagogical platform and their immediate effects on foreign language learners. Hence, this study explores aspects of the EFL teaching/learning paradigm boosted by intralingual subtitling. The study sampled a population of 100 English and Translation Program students at a Jordanian university, representing an experimental group and a control group, of 50 students each. The experimental group received a four-month academic training in intralingual subtitling, while the control group had no exposure to the same experience. A TOEFL-based standardized test targeting listening comprehension, vocabulary building & recognition, and writing & spelling was administered to the two groups after the end of the term. A questionnaire was distributed to elicit the students' responses in the control group on the effectiveness of the intralingual subtitling technique in improving their proficiency in English. To compare the students' performance in the control group with their counterparts in the experimental group, the researchers calculated the scores in the three tested language skills for each group and ran a One-Way ANOVA test. The results showed that students with the intralingual subtitling experience demonstrated better performance in all three tested language skills. In the quantitative analysis of the questionnaire, the researchers calculated the percentage for each item's responses, provided the mean and standard error of it, and conducted a One-Sample T-Test for each subscale. The results showed statistically significant evidence that captioned videos helped students improve their listening comprehension, build and recognize new words, and improve their spelling. The current study recommends that intralingual subtitled YouTube videos be used more in EFL classrooms to improve students' language skills
Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman
No full textEducation in Omani schools switched to online learning in response to the COVID-19 crisis. Within this context, the purpose of this qualitative study was to explore pre-service social studies teachers’ perceptions of some aspects of teaching social studies. In particular, the study explored pre-service social studies teachers’ perceptions of the positive and challenging aspects of teaching social studies, ways of integrating COVID-19 into social studies instruction, the importance of social studies, and suggestions for improving social studies. The participants were a cohort of 16 pre-service social studies teachers participating in the practicum for one semester. The data were collected using open-ended online surveys, semistructured interviews, and portfolios. Overall, the participants were positive in their perceptions of social studies and their teaching experiences. The most positive aspects of teaching social studies were the integration of technology, diversity of teaching approaches, and collegial support received. On the other hand, the most challenging aspects were related to weak Internet networks, a lack of communication, difficulty in implementing assessments, a lack of instructional time, and difficulty in executing hands-on activities. The findings of the study have important implications for social studies and efforts to improve pre-service teacher education in Oman
Special Education Teachers’ Perceived Stress towards Transformational Teaching
No full textThe impact of psychological factors on transformational teaching (TFT) performance has been widely considered in inclusive and special education. The main aim of this cross-country study was to investigate the role of bio-psycho symptoms (BPS), mindfulness and subjective well-being as serial mediators of the relationship between perceived stress and TFT among Indonesian and Thai special education teachers. A total of 368 participants––177 teachers from Indonesia and 191 teachers from Thailand––completed self-report measures assessing the mentioned variables. Descriptive and correlational analyses were conducted. Serial mediation analyses found that in addition to the negative direct effect of stress on TFT, subjective well-being was a mediator among Indonesian special education teachers, while BPS, mindfulness and personal well-being were serial mediators among Thai special education teachers. They can be recognised as partial mediations on the proposed model. Findings suggest that the effect of stress on TFT is weakened by mindfulness and subjective well-being. Importantly, special education teachers may benefit from evidence-based stress management interventions and mindful-wellness programmes to achieve better implications for their teaching
Empowering Science-Based Entrepreneurship (SciPreneur) Skills through CEL-BaDiS Up Learning Model on Food Biotechnology Materials
No full textEntrepreneurship skills are part of the essential skills in facing 21st-century challenges and demands. Therefore, this study aims to analyze the extent to which the empowerment of the creative entrepreneurship learning-based discovery skills (CEL-BaDiS Up) learning model can improve university students' science-based entrepreneurship (SciPreneur) skills on the topic of food biotechnology. This quasi-experimental research study employed a pretest-posttest control group design at a public university in Surakarta, Indonesia, in the 2020/2021 academic year, in which one class was as an experimental class using the CEL-BaDiS Up model, while the other class was an existing class utilizing a project-based learning (PjBL) model. Data were obtained through test instruments in the form of a performance assessment to measure SciPreneur skills, which had gone through expert validation, encompassing validation from education and evaluation experts, biotechnology experts, and certified natural science lecturers, and empirical validation tests had also been carried out. The results revealed that the effectiveness test score utilizing SEM from PLS software showed the effect of CEL-BaDiS Up (X1) on the SciPreneur skills (Y) variable of 2.105 > T-table (1.976). In addition, the original sample estimate value exhibited a positive value of 0.199, signifying the direction of the relationship between the CEL-BaDiS Up (X1) variable and the SciPreneur Skills (Y) variable was positive. Based on this study’s results, it could be denoted that SciPreneur skills in the aspects of critical thinking skills, problem-solving skills, communication skills, collaborative skills, observational skills, and creativity and innovation could be improved effectively through the CEL-BaDiS Up model activities
Improving Students’ Collaboration Thinking Skill Under the Implementation of the Quantum Teaching Model
No full textStudents' collaborative thinking skills in the elementary schools still need attention to be improved. Most elementary school students have difficulty in cultivating this skill. Even though, this skill is one of the 21st century skills, namely 4C (creative thinking skill, critical thinking skill, communication skill and collaborative thinking skill). This study aims to improve the students collaboration thinking skills under the implementation of a cooperative learning type, namely a quantum teaching model. This research was conducted by using quasi experiment in the form of non-equivalent (pre-test and post-test) control group design. The sample in this study were students of the Integrated Islamic Elementary School, AlMusabbihin, Medan City, totaling 55 students. To test the difference of the students' collaborative thinking skills in the control class and experiment class under the implementation of quantum teaching model, we used statistics analysis tools, namely homogeneity test and independent sample t-test. The results of Levene Statistic for homogeneity test showed a significance value of 0.762 > 0.05, which means the two classes are homogeneous. The independent sample t-test showed that the score is 0.007 < 0.05, which implies the difference between the two classes is significant. It concludes that the implementation of quantum teaching model can improve the students’ collaboration thinking skills in Islamic Religious Education Learning. Therefore, increasing the teachers skills in developing quantum teaching learning materials needs to be improved simultaneously through government policy programs or independently through deliberation activities for teachers of Islamic religious education subjects