International Journal of Instruction
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Federal Education and Switzerland
No full textDear Readers, Federalism is a political system based on the distribution of power between the central authority and the federated authorities. They are seen as a single political force against the outside. According to the agreement between them, governances (states, provinces, cantons) are autonomous in their internal affairs (Ari & Heiter, 2021). Switzerland is known for its strong democracy that has been exercised continuously for hundreds of years and as a country that has successfully applied federalism (Ari & Schmitt, 2021)
Enhancement of Preservice Islamic Studies Teachers’ Autonomous Learning Skills: Designing a Reverse Learning Project
No full textEarly exposure to innovative teaching strategies is vital for preservice teachers’ preparation for their subsequent teaching careers. This paper aimed to challenge preservice Islamic studies teachers at Kuwait University to enhance their autonomous learning by assigning them the task of designing a reverse learning project. The participants completed various phases to finalize the project. This exposition and exploration aimed to develop their sense of autonomy, selfregulation, responsibility, technology and design skills, and ability to incorporate the task into their specialized subject matter. The mechanism and practices that participants acquired through designing and executing the reverse learning project were examined qualitatively and quantitively to unveil the effect of this experience on their autonomous learning skills. The results revealed that exposing the participants to the reverse learning project promoted their sense of and beliefs toward self-regulation, responsibility, technology integration, and design for subsequent Islamic studies teaching. The positive learning experiences increased the participants’ emotional, cognitive, and manageability levels; however, the findings demonstrate the need for further research on preservice teachers in other specializations and designing reverse learning projects
The Effectiveness of a Training Program Based on Psychological Empowerment to Reduce Future Professional Anxiety among Students
No full textThe study aimed to identify the effectiveness of a training program based on psychological empowerment to reduce future professional anxiety among outstanding students at Al-Balqa Applied University. The present study was a quasi-experimental research approach. The sample of the study consisted of (60) outstanding students who had high career anxiety, as they were distributed equally into two experimental (received a training program based on psychological empowerment) and control groups. To collect data, the study adopted professional future anxiety scale to measure future professional anxiety. The scale was ensured for validity and reliability by ensuring the facial and construct validity, in addition to using test-retest and Cronbach's Alpha equation methods to ensure the reliability. Descriptive statistics and independent samples ANCOVA were used to process the study data. The results indicated that there is an impact of the psychological empowerment program in favor of the experimental group in improving future professional anxiety. In conclusion, the study revealed the effectiveness of psychological empowerment program in reducing future professional anxiety among outstanding university students. The study recommends activating academic counseling by empowering the outstanding student psychologically to reduce his/her stress and anxiety, whether related to his current academic life or future career
The Effectiveness of a SOIE Strategy Using Socio-scientific Issues on Students’ Chemical Literacy
No full textScientific/chemical literacy is currently the goal of science education in many countries. Students' chemical literacy can be developed through an innovative learning strategy that explicitly direct student learning to aspects of chemical literacy. This research aimed to examine the effectiveness of SOIE (Strengthening, Orientation, Investigation, and Evaluation) innovative learning strategies on students' chemical literacy. The study used a quasi-experiment with pretest-posttest control group design. The research subjects consisted of two classes (N=68) first year students in a public university: the experimental (n = 34) and the control (n = 34) groups. The experimental group was taught using the SSI context based SOIE strategy, while the control group was taught using conventional methods. Students' chemical literacy was measured using a chemical literacy test (r = 0.761) and the data were analysed using ANCOVA. The results showed that the innovative strategy significantly improves students' chemical literacy, and it greatly affected all aspects of chemical literacy measured (e.g. content, epistemic, and procedural knowledge). The average score of each aspect in the experimental group was higher than that of students in the control group. The research implication lies in incorporating explicit literacy aspects and socio-scientific issues in chemistry learning
Using Simulation on Project Based Learning in Minangkabau Culture Subject
No full textThis study aims to find a simulation project-based learning model for the Minangkabau Natural Culture subject in higher education. This research method uses the resarch and development (R and D) development procedure using the Plomp development design that goes through 3 steps, namely: Preliminary Research, Prototyping Phase, and Assessment Phase. Samples were taken using purposive sampling technique. The research data were obtained using questionnaires, interview guides, tests, observation guides and validation sheets for each set of models developed. The research instrument was validated by an expert or expert. The data collected was processed and analyzed quantitatively and qualitatively. The PBPS model effectiveness test used parametric statistical analysis with the two-way ANOVA test. The results of this study indicate that the PBPS learning model in Minangkabau Natural Culture learning is valid based on the characteristics of the content, graphics and language in the PBPS learning model support system. The practicality test results on the one-to-one evaluation and the small group evaluation of the PBPS learning model tools meet practical criteria. The practicality of the PBPS model was felt by students, especially in several ways, including; (1) the stages of the learning process are easy to understand, (2) student books are very helpful for studying and understanding the Minangkabau Natural Culture material, and (3) the PBPS model tools are interesting to read and study
Sketchnote and Working Memory to Improve Mathematical Word Problem Solving among Children with Dyscalculia
No full textDyscalculia presenting 3 to 6.5% of all those who need remediation in mathematics to enhance their ability of solving word problem. The study aimed to use sketchnote and working memory-based intervention to enhance word problem solving ability of students with dyscalculia. Thus, the study examined the role of integrated intervention involving both working memories training and using sketchnote technique. The intervention developed per recommendation of recent two themes of intervention, namely, schematic-based instruction and cognitive strategy. The study adopted an experimental group design with three groups, control, experimental (A), Experimental (B). The experimental group (A) engaged in the integrated intervention program, Experimental (B) engaged in sketchnote technique only. The study sample consists of 60 students presenting dyscalculia at third grade purposively selected and distributed equally among groups. The study adopted descriptive statistics, One Way ANCOVA test, Hoteling's Trace to validate study objectives. The analysis results show that the participants of group (A) gained the highest scores compared to other groups in word problem solving, the participants of group (B) exhibited significant difference in mathematical word follow-up test compared to the post-test scores and control group scores, and the integrated intervention program has a higher effect size on improving word mathematical problem solving of students presenting dyscalculia compared to training working memory only. The results implicated that it can be used integrated approaches to betterment the ability of students presenting dyscalculia of solving word problems
Metacognitive Reading Strategies of English Lesson at Indonesian Civil Aviation Polytechnic
No full textThis study examines reading strategies and learning motivation on learning outcomes, analyzing key achievements and constraints in enhancing the reading experience and learning motivation, and determine Aviation English reading strategies. Quantitative and qualitative methods were both used in these survey methods to gather data from 188 respondents. The data needed for research questions contained three sections of 60 question items for quantitative research, while the qualitative method applied live interviews with eleven cadet participants. The participants completed the survey by accessing the survey through an online site on the date specified for each selected class. The sample was selected from the Aviation English language-learning classes based on the population with an online learning experience with Survey of Reading Strategies (SORS) and the English Reading Motivation Questionnaire (ERMQ). This study's output shows that the metacognitive reading strategy requires adequate knowledge in its implementation because it depends on self-regulatory competence. The results also showed that the extrinsic motivation of the cadets is more dominant than the intrinsic motivation
Reaping the Rewards of Professional Development: Evidence from Mathematics Teachers’ Pedagogical Practices
No full textTeachers cannot escape being learners if they are to be proficient practitioners. This study interrogates the effects of a professional development programme on mathematics teachers’ pedagogical practices in South African primary schools. Using critical theory as the illuminating lens, this qualitative study, which is cast within the participatory action research paradigm, examined mathematics teachers’ classroom practices before and after a professional development programme. Data were collected from 41 mathematics teachers during the pre-intervention cycle, the intervention programme, and the post-intervention cycle. Document analysis, focus group discussion, free attitude interviews and lesson observations were the data collection tools. In the pre-intervention cycle, mathematics teachers blamed learners for errors in solving complex mathematical problems, without reflecting on their own pedagogical shortcomings. The instructional intervention programme enabled teachers to reflect more critically on their teaching methods. It also enriched their mathematical content knowledge and pedagogical skills in using manipulatives. Post-intervention lesson observations showed some improvements in the teachers’ classroom practice as they reaped the benefits of the professional development programme. This study begins to demonstrate that, if properly organised, professional development activities can assist in filling gaps in teachers’ content mastery and pedagogical skills; ultimately improving learner performance. The implications of this study are that teacher professional development, if aligned to teachers’ pedagogical needs, can assist in improving classroom practice and is not a waste of resources as some previous studies have claimed
The Extent to Which the Role of Women is included in the Development of Society in the National and Civic Education Textbooks
No full textThis study aimed to reveal the extent to which the role of women has been included in the development of society in the national and civic education textbooks for the higher basic stage from the viewpoint of teachers in Al-Salt. The study population consisted of (115) public school teachers of the Directorate of Education of Al- Salt in AL- Balqa Governorate, and those who study the subject of national and civic education for the higher basic stage in the first semester of the academic year 2019/2020. The study concluded that there is a moderate degree of inclusion of the role of women in community development in the national and civic education textbooks for the higher basic stage from the teachers’ point of view, where the overall average of the answers was (2.97) in general. As for the dimensions, it was found that they all came with an average degree as well. The results showed that there are no statistically significant differences at the level of (α = 0.05) in the responses by the study sample individuals towards the extent to which the role of women is included in the development of society and the degree of addressing the difficulties that women face in order to exercise their role in development of society in the national and civic education textbooks for the higher basic stage from the teachers' point of view
Development and Validation of Alienation Scale for Secondary School Teachers to Find out Gender Differences in Alienation
No full textAlienation is a psychological state in which a teacher feels and develops relatively loss of relationship with others. First and foremost, in the present study, it was found that the standardized Alienation Scale by Hardeo Ojha constructed in the year 2010 was appropriate in measuring alienation in general social context for adults above twenty one years of age and it required a few modifications to cater specifically in terms of secondary school teachers context which led to further developing and validating alienation scale on secondary school teachers. The psychometric properties of alienation of secondary school teachers were explored. The study assessed the level of alienation dimension-wise of two hundred secondary school teachers teaching in Punjab (India). The scale was made reliable and valid using Content validity, Exploratory Factor Analysis, Confirmatory Factor Analysis, Cronbach’s alpha, Average Variance Extracted, Composite Reliability. The reliability statistics using Cronbach’s alpha is greater than 0.80 of overall alienation scale (α=.878), social isolation (α=0.892), work alienation (α=0.869) and cultural estrangement (α=0.875) with average variance extracted greater than 0.40 and composite reliability greater than 0.70 for all the factors. Therefore, validity and reliability analysis showed that the scale possesses adequate homogeneity and internal consistency. Thus, the alienation scale can be considered appropriate to measure level of alienation of secondary school teachers. Secondly, for field testing the applicability of the developed and validated scale of alienation, it was administered on 500 secondary school teachers. The objective was to conduct comparative analysis of alienation and its dimensions with respect to gender. The findings revealed no significant difference with respect to gender in alienation, social isolation and cultural estrangement. Significant differences were found in case of work alienation wherein the female secondary school teachers were on the higher end in comparison to the male secondary school teachers