International Journal of Instruction
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The Effect of Storytelling and Peer Coaching Classes on Future Creativity Confluence and Creativity of University Students
No full textThe purpose of this study was to examine the effect of storytelling and peer coaching classes on the future creativity confluence competency (F3C) and Creativity of University students. To this purpose, an experiment was conducted on 96 university students who took storytelling class and the peer coaching class at S University located in Seoul in the second semester in 2020. The data of 89 students were used to evaluate the difference. This study used the future creativity confluence competency test and a simple integration creativity test. The result of this study was as follows. First, In the storytelling class, there was a statistically significant difference in creative ability among the sub-factors of the future creativity confluence competency, and there was no statistically significant difference in the remaining creative personality, integrated thinking ability, new knowledge and value creation ability. And there was a statistically significant difference in all sub-elements in creativity. Second, In the peer coaching class, there was a statistically significant difference in the future creativity confluence competency test and the creativity test. Third, the difference between the storytelling class and the peer coaching class in the future creativity confluence competency and the creativity was not statistically significant. Subjects utilizing storytelling and peer coaching can improve the future creativity confluence competency and creativity of university students, which can be beneficial to the development of various liberal arts courses in the university
Constructing Digital Literacy Instrument and its Effect on College Students' Learning Outcomes
No full textThis research aims to develop and test the effectiveness of digital literacy instruments on students' learning outcomes. This study is a mixed method that combines survey and pre-experimental research. The survey research was conducted through a quantitative approach using a questionnaire as the research instrument with assessed numerical items. The survey respondents consisted of 318 students from various universities in Indonesia who were taken through cluster random sampling technique. The implementation of the instrument was carried out through a pre-experimental design to 103 students to test the instrument's effectiveness. The confirmatory factor analysis result shows that the model forms three factors, which are factor 1 (communicating digital content), factor 2 (exploring digital content), and factor 3 (creating and using digital content). The result of the goodness of fit model shows that the instrument has met all the criteria with a value of X2 /df = 1.642 (<3.00), RMSEA = .079 (≤ .08), GFI = .900 (≥ .90), AGFI = .825 (≥ .90), TLI = .939 (≥ .90), and CFI = .951 (≥ .90). Empirically the instrument has good discrimination power so that it can measure students' digital literacy skills at different academic ability levels (Sig. <.05). In addition, the instrument has been effectively used to measure and predict student learning outcomes (R square = .255, Sig. < .05). The instruments' result is relevant to current conditions and can further explore students' digital literacy skills
Examining the Effect of Self-Regulation and Psychological Capital on the Students’ Academic Coping Strategies during the Covid-19 Pandemic
No full textThe covid-19 pandemic has transformed the teaching and learning process from offline to online and it has challenged all stakeholders, teachers, students, and parents. One of the key variables that work in dealing with the challenge of online teaching and learning is known as the academic coping strategies (ACS). Some studies have confirmed that academic coping strategies positively contribute to students’ learning outcomes and students’ ability to deal with their academic pressure. Besides, other factors that influence the students’ academic coping skills are the students’ self-regulation and students’ psychological capital. Therefore, the main aim of this research is to examine the correlation between (1) self-regulation and the academic coping strategies; (2) the self-regulation and psychological capital; (3) the psychological capital and the academic coping strategies; and (4) the self-regulation and the academic coping skills through the psychological capital. This research applied the correlational multifactor which took samples from 518 high school and vocational school students. The instruments employed in this research were a personal data information form, self-regulation scale, psychological capital scale for academic purposes, and academic coping strategies scale. The data were analyzed by using the path analysis in AMOS 23. This research revealed that self-regulation directly affects the students' academic coping strategies and psychological capital during online learning in a covid-19 pandemic. The pedagogical finding of this study can improve the quality of learning during the covid – 19 pandemics which is expected to be applicable not only in Indonesia but also in other countries, particularly in southeas
Impact of LoiLooNote Digital Mapping on University Students’ Oral Presentation Skills and Critical Thinking Dispositions
No full textThe 21st century technological advancement has revolutionized instructional classroom practices. Lecturers deal with tech-savvy learners, and thus, need to be taught by utilizing updated and technological-based platforms for a more meaningful learning engagement. The study was aimed at investigating the impact of LoiLooNote digital graphic organizer (digital GO) – a software mapping tool, on students’ oral presentation skills across four components: clarity, content, fluency and coherence, and content and on their dispositions towards critical thinking (CT). Utilizing an exploratory case study using mixed-method type of research, the current study involved 30 intact group of students in a public university in Thailand. The data were obtained from students’ oral presentation performance, interviews and California Critical Thinking Dispositions Inventory (CCTDI) results. The result indicated that using the digital GO might improve the students’ oral presentation performance in terms of the aforesaid components. Interestingly, all the seven CCTDI sub-scales reveal a significant relationship with their oral presentation task performance indicating that they have become more disposed to open-mindedness, truth-seeking, CT self-confidence, analyticity, systematicity, inquisitiveness and maturity. Qualitative findings disclose that the participants have positively welcomed the use of LoiLooNote digital graphic organizer on their oral presentation tasks processes and made them become more inclined to critical thinking. Findings of the study suggest that the use of LoilooNote digital GO increases EFL learners’ oral presentation performance, enhances critical thinking dispositions and provides a foundation for designing curriculum in oral presentation
Flipped Classroom Effects on Grade 9 Students’ Critical Thinking Skills, Psychological Stress, and Academic Achievement
No full textFlipped classroom is a recent trend in educational technology that tends to improve students learning. The purpose of this study is to examine the effectiveness of flipped classroom on grade 9 students’ critical thinking skills, psychological stress and academic achievement in four subjects: Science, Math, IT and English. Quasi-experimental method was used in this study with pretest– posttest design for quantitative data, and the thematic analysis approach for qualitative data. The respondents are 16 teachers and 385 students from 4 public male and female schools. The study was conducted during the second semester 2019. The video lessons that developed or selected from internet were presented on closed Facebook group per subject for students to view and prepare before coming to classroom session. Seven research tools were prepared: open questionnaire tool for teachers and six research tools for students were prepared and conducted twice for experimental and control groups: before and after flipped classroom implementation. The tools were critical thinking skills test, psychological stress questionnaire and academic achievement test per subject. Descriptive and inferential analyses were used. The flipped classroom implementation results in statistically significant difference at the level of significance (α <0.05) between controlled and experimental groups in favor of the latter one in critical thinking skills, Math achievement and psychological stress
The Evaluation of JIDI (Jigsaw Discovery) Learning Model in the Course of Qur’an Tafsir
No full textThis study aims 1) to develop JIDI learning model in the course of Qur’an tafsir; 2) to evaluate JIDI learning model in the course of Qur’an tafsir.The approach of study uses mixed method with a descriptive-evaluative and experiment research designs to evaluate the JIDI learning model in the course of Qur’an tafsir. The population of study are all first semester students of Islamic Communication & Broadcasting Department, the Faculty of Da’wah and Communication at UIN Walisongo Semarang. The samples were class A to class H with amount 7 class first semester students. It uses stratified random sampling. Techniques in collecting data are questionnaire, interview, and test of Qur’an tafsir ability. The developing result of the learning model is carried out based on research about students’ and lecturer’s needs related to JIDI learning model. The evaluation of JIDI learning model is carried out based on the expert’s assessment, the responses of lecturer and students, and suggestions from education practitioners until it is stated to be appropriate. The test result of Qur’an tafsir ability will be analyzed using t-test which has been tested for normality and homogeneity. Statistically, both Qur’an tafsir ability scores are different because F calculation is 16.5875 while F table is 3.91 at the significance level = 0.05. Since F calculation > F table, it can be concluded that JIDI learning model gives significant influence in improving Qur’an tafsir ability. The implication of this study is that learning using JIDI model needs a long time, so it is suitable for the learning material with time allotment of eight meetings
Effects of Teachers' Demographic Characteristics and Self-Perceived Competencies on Their Self-Efficacy in Implementing Inclusive Education
No full textThe study examined the effects of teachers’ demographic factors and competencies on their self-efficacy in implementing inclusive education. To accomplish this, the researcher had a sample of 187 teachers in schools SDO-City of Malolos during the academic year 2018-2019. Results of the regression analysis indicate that variables of regular teachers’ demographic profile (except educational attainment) and competencies affect their efficacy in implementing inclusive education to a different extent as shown by the non-zero coefficients. This means that age, sex, length in service, disabilities handled, and competencies affect (but not to a significant extent) the teachers' efficacy in implementing inclusive education in which for every unit improvement in variables mentioned, teachers’ efficacy can be expected to increase by 0.002, 0.004, 0.002, and 0.001, 0.428 respectively. It is highly recommended that the hiring and selection process for special education teacher applicants be tightened up, especially when it comes to personal demographic characteristics and professional competencies, including educational attainment, as this has an impact on the pursuit of a high-quality inclusive education
Exploring Factors of the Parent-Teacher Partnership Affecting Learning Outcomes: Empirical Study in the Early Childhood Education Context
No full textThe quality of early childhood education is influenced by partnerships between parents and teachers. This research aims to measure the influence of different factors of the parent-teacher partnership, namely, communication, cooperation, and parents' participation on the early childhood learning outcomes. This research also measure the effect of teacher-parent cooperation in mediating the influence of teacher-parent communication on the learning outcomes and the effect of parental participation in moderating teacher-parent communication on the learning outcomes. The study used a quantitative approach with a cross-sectional survey design among 183 parents of young children in Padang. The data were collected using questionnaires, which were analyzed using a Structural Equation Model (SEM) analysis. The results indicate that the early childhood education learning outcomes are (1) positively influenced by teacher-parent communication and (2) parental participation, (3) except teacher-parent cooperation. Besides, (4) the teacher-parent communication positively influences teacher-parent cooperation. (5) The teacher-parent communication does not mediate the influence of teacherparent cooperation on the children’s learning outcomes, and (6) the parents’ participation does not moderate the influence of teacher-parent communication on the early childhood education learning outcomes. The results of this research contribute to identifying the importance of parents in early childhood learning outcomes through partnerships with teachers
The Relationships between Gender, Social Expectation, and DecisionMaking Processes of Engineering Students
No full textThis study aims to explore the gender roles, social expectations, motivations, career decisions, and sense-making processes of a group of undergraduate female engineering students, particularly in the fields of naval, marine technology, and maritime studies, in the United Kingdom. Based on the Social Cognitive Career and Motivation Theory, two research questions were listed, why do undergraduate female students decide to study engineering, particularly in naval, marine technology, and maritime studies, as their career development? How do undergraduate female engineering students describe and make sense of their academic voyage and experiences as pre-service engineering professionals based on their gender, social expectation, and decision-making process? In line with the qualitative phenomenological approach, interview, focus group activity and member checking interview were employed to collect the stories from 20 female undergraduate engineering students in the United Kingdom. Three main themes were categorised, 1) interest in STEM learning, 2) determination about an engineering career, and 3) the surrounding environment: connection and relationship with the ocean. The results showed the potential managerial developments for gender diversity and constructive gender policies in engineering based on the voices of female engineering professionals. The outcomes of this study will fill the gaps in gender and gender issues in the engineering profession
Factors Influencing Teachers' Implementation of Online Teaching and Learning Mode during Covid-19
No full textBrunei first detected the covid-19 pandemic on March 9, 2020, which closed physical schooling immediately, and schools later continued online in response to the pandemic. This study investigates teachers' feedback on the new school norm of online teaching and learning mode. The objective of this study is to test the conceptual research model derived from the Unified Theory of Acceptance and Use of Technology (UTAUT) for determining how the facilitating factors influence teachers’ intentions and their beliefs about their behavioural implementation of online teaching and learning mode. The participant of the study consists of 6,078 teachers in public schools in Brunei Darussalam. An electronic survey questionnaire was developed and disseminated to the teachers. The analyses of the quantitative data involved factor analysis and structural equation modelling (SEM). The significant findings are (i) teachers' Behavioural Intention directly correlates to motivation factor (Satisfaction), facilitating factor (Effort Expectancy), and the belief factors (Risk and Trust); (ii) teachers' Behavioural Intention are indirectly correlated to motivational factor (Perceived Enjoyment) and facilitating factor (Self-efficacy); (iii) teachers' Implementation of online teaching and learning mode relates directly to Behavioural Intention and belief factor (Trust). The study concludes that teachers can be encouraged and supported to implement online teaching and learning mode by addressing the factors influencing their behavioural intentions