International Journal of Instruction
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The Impact of Project-Based Flipped Classroom (PjBFC) on Critical Thinking Skills
No full textThis study aimed to examine the impact of the project-based flipped classroom (PjBFC) model on online learning with synchronous and asynchronous strategies on student’s critical thinking skills. The media used are Zoom meetings and WhatsApp. The research design was quasi-experimental research. The research subjects were students of the Geography Education Study Program taking Metode Penelitian Pendidikan Geografi (MPPG or Geography Education Research Methods) course at one of the universities in Indonesia. The sample was selected using a simple random sampling technique to 30 students divided to 2 groups, experimental group class A and the control group class B. The data collected from the post-test results dan data analyzed using t-test. Normality test and homogeneity test are carried before data analysis. The results showed that the PjBFC model in online learning with synchronous and asynchronous strategies had a significant effect to develop student’s critical thinking skills. The PjBFC learning model is a superior learning approach for developing critical thinking skills both theoretically and practically. This study suggests that all relevant lecturers use PjBFC more widely in conducting lectures. Further research is recommended to apply the PjBFC model with different variables to test the generalizability and reliability of the PjBFC model
Measuring the Effect of Subject-Specific Pedagogy on TPACK through Flipped Learning in E-Learning Classroom
No full textTechnological pedagogical and content knowledge (TPACK) is an essential framework for chemistry teachers. Teachers are required to be able to integrate technology into learning so that TPACK must be acquired by pre-service chemistry teachers. TPACK can be integrated with a modified form of subject-specific pedagogy (SSP) as SSP has the same concept as PCK. In accordance, this study aims to measure the effect of using SSP through flipped learning on the pre-service chemistry teachers’ TPACK. This research was conducted in Creswell's mixedmethod. The subjects were 34 pre-service chemistry teachers from the chemistry education department in Indonesia. The data obtained from the pre-test and posttest were then analyzed by using Rasch’s stacking-racking method. The result of this study indicated that pre-service chemistry teachers' ability (stacking method) from pre-test to post-test increased after being given the intervention. Then, the item analysis (racking method) showed that pre-service chemistry teachers found it easier to work on post-test items after being given the intervention. Based on the qualitative data, it was known that pre-service chemistry teachers could integrate technology with pedagogy and content in chemistry learning. It revealed that the intervention given during learning effectively affected the pre-service chemistry teachers’ TPACK both in terms of personal ability and item difficulty level. Thus, strengthening TPACK since an early stage, as pre-service chemistry teachers, with specific treatments, could help them teach in real classrooms
Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving
No full textSelf-Regulated Learning (SRL) is important to solve learning problems. This research aimed to determine the effect of the problem-solving based SelfRegulated Learning (SRL) strategy on simple harmonic motion material toward the metacognitive abilities of student’s senior high school. This research applied a quasi-experimental method with a pre-test and post-test control group design. This research was conducted at Senior high school (SMAN 5 Yogyakarta) with student (n=216). This research used a quasi-experimental method with pre-test-post-test control group design. Sampling was carried out by purposive sampling technique. The instrument used was a test in the form of an essay question sheet and a nontest in the form of a self-regulation journal and student observation sheets. Based on the results of the research, the results of the post-test data hypothesis test for the experimental class and the control class obtained that the calculated Z value was greater than the Z table value (-3.677>-1.96) and the significance value (2-tailed) was 0.001 or less than 0.05. Therefore, the problem-solving based Self-Regulated Learning strategy affected the metacognitive ability of students. Metacognition ability was known on each self-regulation indicator as evidenced by the description of students' answers. It could be found from the N-gain average score, 0.5904, categorized as “moderate”. The learners’ metacognitive skills were found on each indicator of self-regulation, proven with the descriptions of learners’ answers. This learning strategy could be applied as a solution to reflect the learning and learners’ cognitive activities in solving physics problems
A Systematic Literature Review of Flipped Learning in English as Second Language (ESL) Context
No full textThe goal of this research is to conduct a comprehensive assessment and analysis of the possibilities and understanding of how Flipped Learning (FL) instruction influences the ability to transfer information and skill-based learning. The instructional practices in the ESL context have been striving to shift from being teacher-centered to student-centered. The emerging technologies have paved the way for ESL educators to consider flipped learning to attain their learning objectives. Therefore, this study aims to review the existing literature about FL approach in the ESL context and provides instruction guidance for ESL educators. This paper synthesises quantitative and qualitative research works done globally related to flipped learning in the ESL context. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is used for selection, screening, and reporting purposes. For this study, selected articles published within seven years and three months of time frame (2014-2021) were analysed, and 29 articles were included for a thorough analytic evaluation. It is found that there is an increased prevalence of flipped learning in the ESL context after the year 2014. The analysis revealed that 75% of the research on Flipped Learning in the ESL context focused on students' language skills, engagement, and achievement. Researchers noticed a lack of empirical data as only 25% of the 43 studies provided data on the effects of the FL, which indicates that there is still a shortage of thorough research on FL in the field of ESL
Investigations of Cyber Bullying and Traditional Bullying in Adolescents on the Roles of Cognitive Empathy, Affective Empathy, and Age
No full textLittle is known about the associations between bullying, empathy, and age. Therefore, the purpose of this research was to investigate the relationships between traditional bullying (verbal, physical, and relational) and cyber bullying based on the roles of cognitive empathy, affective empathy and age among adolescents. Three instruments to collect data were the Interpersonal Reactivity Index to measure the level of empathy, the Adolescent Peer Relations Instrument to measure the level of traditional bullying, and the Adolescent Peer Relations Instrument to measure the level of cyber bullying behavior. The sample in this research was 685 female students and 538 male students from three private high schools in Surabaya, Indonesia. Proportionally stratified samples were used to determine the sample. The data obtained were analyzed using Pearson Productmoment and Multiple Regression. The results showed that males were more often involved in bullying than females, and the level of empathy (cognitive and affective) of males was lower than females. It was only affective empathy that was significantly negatively related to traditional bullying. Age also correlated positively with traditional bullying, and the higher the age in the adolescents, the more they engaged in traditional bullying. The implication of this research was highlighting the role of affective empathy as part of efforts to prevent bullying and and to solve various bullying-related problems
Attitudes and Cross-cultural Differences of UCSI University Undergraduates towards Multicultural Group Work
No full textAlmost every course in higher education involved some form of multicultural group work activities and these have resulted in numerous problems for undergraduates due to the attitudinal and cultural differences. This study aims to find out the undergraduates’ attitudes as well as the effect of cross-cultural differences towards multicultural group work. The mixed method design was used in this study. Questionnaire and interview questions adapted from both Wegelius (2013) and Iskandarova (2016) were used to collect the data. Google form was used for collecting quantitative data. There were 140 respondents comprising both Malaysian respondents and respondents from other nationalities studying in UCSI University. Out of these 140 respondents, eight respondents were selected for indepth interviews. In general, the findings of this study showed that the local and foreign undergraduates’ attitudes and language proficiency play major roles towards working effectively in group work. Besides, the data obtained indicated that there are both positive and negative effects of cross-cultural differences towards multicultural group work. A majority of the international undergraduates have a positive outlook when engaging with undergraduates from other countries. However, at times they isolate themselves due to differences in culture, language barriers, cross-cultural communication and attitudes. At the individual level, the findings can be used by students and educators as reference for combating problems encountered during multicultural group work while at the organisation level, the Human Resource Department can plan team building activities to bring the undergraduates together
The Effect of a Whole Brain Teaching Based Instruction on Developing Number Competencies and Arithmetic Fluency in Kindergarten Children
No full textYoung children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre- and post-test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0. two- way ANOVA analysis and t-test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children’s learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children
Trend Creative Thinking Perception of Students in Learning Natural Science: Gender and Domicile Perspective
No full textThe purpose of this study was to describe the tendency of students creative thinking perceptions in science learning. The research method used is descriptive quantitative. The sampling technique used a proportional random sampling technique for State Junior High Schools in Konawe Selatan District. The research instrument used a questionnaire as primary data and the observation sheet was used to collect secondary data. The data analysis technique uses the Rasch model through the Winsteps program to analyze the Summary Statistics, Person Item Map, Person Fit Order, Scalogram, Person Measure, and DIF (Differential Item Functioning). Through a questionnaire analyzed with the Rasch model through the Winsteps program. The results of the Analysis Differential of Item Functioning (DIF) perceptions of creative thinking based on the perspective of domicile origin show that respondents (students) from urban perceptions of creative thinking tend to have fluency aspects and respondents (students) from rural areas have perceptions of creative thinking that tend to be elaboration aspects; Whereas based on the perspective of gender differences, male respondents (students) have creative thinking perceptions that tend to be on the aspect of fluency and female respondents (students) have perceptions of creative thinking that tend to be on the aspect of flexibility
Examining some of the Challenges that Students Face in Learning about Metabolic Pathways in a Traditional Biochemistry Course
No full textMetabolic pathways are one of the most challenging topics in biochemistry to conceptualize because it requires that students combine many ideas from different disciplines. Some students consider rote learning and memorization of metabolic pathways equivalent to understanding of these concepts and can contribute to a meaningful learning of the phenomenon. This research study aims to examine some of the students’ difficulties in learning about metabolic pathways, their approaches to learning about the concepts, and the role that memorization has on their performance in the course. The research took place at an urban, commuter, and minority serving public college. The research methodology was the analysis of an instrument used in this research study which was a survey comprised of Likertscale and open-ended questions. The number of research participants is 37 students who are enrolled in biochemistry or have completed at least one biochemistry course. The survey was optional and participant’s identity remained anonymous. Our research findings suggest that students face difficulties in learning about metabolic pathways due to their reliance on memorization of reactions, enzymes, and steps, which is a superficial approach to learning and does not lead to development of conceptual understanding. Another noteworthy finding is that students struggle with providing an explanation of what is happening at the molecular level during the metabolic pathways reactions
Is the Internationalization of Higher Education at Risk? Covid-19 Pandemic and Online Learning of International Students
No full textAny university that wishes to be recognized in terms of the internationalization of higher education needs to take the Covid-19 pandemic as an opportunity for development as we live in a world of uncertainties. This study focused on examining the challenges faced by international students studying online because they cannot travel to their host countries to study due to the Covid-19 pandemic to propose some recommendations to improve the learning experiences of international students in case of emergencies such as the Covid-19 pandemic. An exploratory case study research design was used, adopting the qualitative methodology. The study’s sample population consisted of 48 international students in two universities in China. Data was collected using a semi-structured interview guide. The data collected was analyzed thematically. The study found that most international students studying online face the following major challenges; poor internet connection, limited class participation, and inability to finish research projects on time. As far as the internationalization of higher education is concerned, students may not fully acquire the international experience that comes with higher education internationalization if they continue to study online. Moreover, the study found that the following strategies can be implemented to enhance online teaching and learning during a pandemic, such as Covid-19; Good internet connections, communication with students, training lecturers on how to carry out online teaching, and monitoring students studying online