Journal of Education and Learning (EduLearn)
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Transformative leadership: cultivating teacher excellence through satisfaction, environment, and self-efficacy
Get PDFEnhancing teacher performance (TP) in secondary education hinges on robust support in leadership, self-efficacy (SE), environment, and job satisfaction (JS). This article investigates how leadership influences TP, examining its intricate connection with JS, work environment, and SE. The study, encompassing 400 teachers, utilizes quantitative survey data subjected to exploratory factor analysis (EFA) for instruments. The data underwent path analysis employing Smart Partial Least Squares software, meeting the criterion of p0.70 for validation. Key findings demonstrate that transformational leadership, SE, and the work environment significantly influence JS. Moreover, in conjunction with JS, these factors positively impact TP. Notably, SE and an inspiring work environment indirectly enhance performance through their influence on JS. In summary, this research underscores the pivotal role of transformational leadership in TP enhancement. Transformational leaders can establish an empowering context for teachers to deliver high-quality education by prioritizing JS, the work environment, and SE. This underscores the necessity for educational institutions to emphasize administrator training in transformational leadership, thereby fostering a culture that values and supports effective leadership practices. Implications for further research suggest that transformational leadership improves TP and highlights avenues for additional exploration and application within educational contexts
Developing the Kid-Bright board for controlling lamps and fans as game-based learning for twelfth-grade students
Get PDFThis research aimed to develop and evaluate a gamified learning game using the Kid-Bright board to teach introductory coding skills for controlling lamps and fans to 12th-grade students. The study employed a mixed-methods approach, involving the design and development of the game based on gamification principles, followed by an evaluation by three computer science experts to assess its suitability and effectiveness. The game was then implemented with a sample of 27 randomly selected 12th-grade students from Nong Kungsri Wittayakarn School in Kalasin Province, Thailand. Pre- and post-tests were conducted to measure learning outcomes, and a student satisfaction survey was administered to gauge their experience. The findings revealed that the developed game met the 80/80 criterion for efficiency (80.25/84.81), demonstrating its effectiveness in enhancing students' learning progress. The game also received high suitability ratings from experts (X̅=4.24, S.D=0.43) and garnered substantial satisfaction from the students (X̅=4.78, S.D=0.42), underscoring its potential as an effective and engaging tool for teaching basic coding skills in a real-world context
Sudoku solutions: a comparative analysis of breadth-first search, depth-first search, and human approaches
Get PDFSudoku is a puzzle that has a unique solution. No matter how many methods are used, the result will always be the same. The player thought that the number of givens or clues, the initial value on the Sudoku puzzles, would significantly determine the difficulty level, which is not necessarily correct. This research uses two search algorithms, breadth-first search (BFS) and depth-first search (DFS), to solve a set of Sudoku puzzles based on the number of givens. The Sudoku puzzles are chosen based on the number of givens between 32 and 35. In cases where Sudoku puzzles are considered medium or intermediate difficulty, the solutions generated by both algorithms will be compared with the human-solving approach. The research aims to determine whether humans tend to solve Sudoku puzzles with solutions resembling those generated by BFS or DFS. Furthermore, if all three approaches-human, BFS, DFS-yield comparable solutions, the Sudoku puzzle has only one unique solution
Assessing pedagogical competence of productive teachers in vocational secondary schools: a mixed approach
Get PDFThe objective of this study is to evaluate the effectiveness of teachers in implementing pedagogical skills. The present study used a mixed methods approach. The participants in this study consisted of 55 highly effective educators employed in vocational secondary schools. The research data were acquired using effective teacher questionnaires, peer evaluations, observations, and comprehensive interviews. The findings indicated that a majority of highly effective educators possess a strong comprehension of the practical application of pedagogical competence. Nevertheless, a marginal disparity exists between academic knowledge and its practical application in the respective domain. The facilitation and support of teachers in the development of their pedagogic competences is a crucial responsibility of school principals. Effective and well-structured ongoing training is essential to bridge the divide between theoretical concepts and practical application, and to guarantee that educators possess the requisite expertise and understanding to tackle the demands of the current and future educational landscape. Hence, it is imperative to allocate resources towards teacher professional development and ensure the availability of sufficient assets in vocational secondary schools in order to attain educational excellence in Indonesia.
Enhancing pre-service English as a foreign language teachers’ self-efficacious belief on the use of Web 2.0 tools
Get PDFThis study aims to discover the impact of a technology-based course on the self-efficacy and knowledge levels of the pre-service English as a foreign language (EFL) teacher about integrating Web 2.0 tools into the foreign language teaching process. The study also intends to determine the self-efficacy and knowledge levels of the pre-service EFL teachers. A quasi-experimental study design without a control group was employed. The participants are 48 third-year undergraduate English language teaching (ELT) students enrolled in a required "teaching English to young learners (TEYL)" course. A pre-and post-test design was used and data were collected from participants through the technology integration self-efficacy scale and self-reported knowledge scale. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. It was seen that pre-service EFL teachers' self-efficacy and knowledge levels were average at the start of the study. After the training on integrating Web 2.0 tools into the language teaching and learning process, the experimental process had a significant effect on the participants’ knowledge and self-efficacy levels. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings
A bibliometric analysis of inquiry learning in primary education
Get PDFThe selection of a learning model is very crucial before the teacher carries out learning activities. Inquiry is a learning model that has existed for a long time and is recommended for use in learning activities. This study aims to map the results of studies related to inquiry learning in elementary schools. Bibliometrics is used as a method to map previous research. Data was obtained through the Scopus website from 2018–2022, and 143 datasets were obtained. Data analysis uses VosViewer software, which maps the data. The results revealed that the two authors have the highest total strength among the other documents. Meanwhile, based on sources, the International Journal of Science Education is the source with the highest link strength, and the Journal of Instruction is the source that is most widely cited. The Netherlands is the country with the highest number of connections, with 19 documents. Based on the author's curriculum keywords, reading dialogue, science education, and primary education are the most used keywords in 2021. Meanwhile, "narrative inquiry," "science teaching," and "professional teaching" are the least used keywords. The conclusion of this research is that inquiry is still one of the choices used in learning activities
A recent study on islamic religious education teachers’ competencies in the digital age: a systematic literature review
Get PDFDiverse research findings pertaining to the proficiency of Islamic religious education teachers may serve as a starting point, if not a benchmark, for the development of such instructors' proficiency, particularly with regard to the proficiencies that are imperative for educators in the digital age. Consequently, this study aims to investigate the competencies of Islamic religious education teachers that have been mentioned most frequently in research over the past decade, as well as strategies for developing those competencies and technological (digital) competencies. To achieve this aim, this study employed a systematic literature review method by utilizing publication data spanning a decade (2013–2023) to investigate a particular theme. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) was utilized to evaluate the findings. This research shows findings regarding teachers' obligations to develop technological (digital) competencies, in addition to the four teacher competencies (pedagogical, professional, personal, and social). The aforementioned conditions are predicated on the necessity for collaborative, creative, and creative learning, which makes it highly sought after by students. In contrast, forthcoming investigations should strive to gather empirical data regarding approaches to cultivating digital proficiency among Islamic religious education instructors, given the prevailing inclination towards learner-centered learning in the twenty-first century as opposed to teacher-centered learning
Technology, pedagogy, and content knowledge in mathematics education: a systematic literature review
Get PDFThis literature review examines how mathematics education uses the Technology, pedagogy, and content knowledge (TPACK). This study examines how TPACK affects mathematics classroom instruction, student engagement, and learning outcomes. A detailed examination and synthesis of pertinent publications over the last decade will accomplish this. The study illuminates significant topics, including digital technology utilization, teacher professional development program enhancement, and TPACK acceptability. It also highlights long-standing issues such as limited technology budgets, teacher training issues, and the need for ongoing support. This post provides current ideas and a full literature review to assist us in understanding TPACK. The findings impact educational policymakers, teacher professional development programs, and math teachers. The paper then advises future research. One is a longitudinal study of different educational environments to determine long-term effects on teaching and student growth. Policymakers, educators, and academics can utilize this study review to advocate for acceptable technology usage in mathematics education.
Student-scientist collaboration in the global learning and observations to benefit the environment program
Get PDFThe study aims to determine how one-year collaboration experience on a research project affects the recognition of collaboration benefits and the development of a student’s interest in science. 141 students did research projects in 33 collaborative groups with two scientists within the global learning and observations to benefit the environment (GLOBE) program, after which they filled out the 5-point Likert-scale questionnaire. Results show no significant difference in student attitudes about collaboration between gender and educational level. Extremely affirmative students think that important things about collaboration are: the positive influence on their knowledge, improving project writing skills, gaining self-confidence, and growth of the quality of the project. Students who appreciate scientists recognize that they achieve a better understanding by collaborating with them. Students have positive attitudes about future work in the field of science, especially older students. It was established that developing research projects with scientists affects students’ choice of a scientific career. Students who feel under stress, think that they achieve less understanding during the research process. Boys are focused on the negative aspects of collaboration, while girls are more focused on collaboration’s effects on their knowledge. Future studies can investigate if interest in science remains over the years, the effect of collaboration on scientific literacy and expanding basic knowledge
Learning action cell as an in-house professional development training
Get PDFLearning action cell (LAC) sessions are structured professional development activities tailored for schools to enhance pedagogical skills, teaching methodologies, and assessment methods to improve student academic achievement. This study investigated the implementation of the LAC as an internal development training program for science teachers in remote regions of the Philippines. A total of 403 science educators participated in the study to collect implementation strategies seen in the LAC. The science teachers’ experiences in the LAC implementation were assessed using a survey questionnaire and a case study through focus group discussions (FGD). Based on the findings, LAC enhances educators’ perceptions of professional development training. As a professional development tool, the LAC helped science teachers develop students’ science holistic development, technology innovation, and cultural knowledge. The idea creates a community of scientific educators who collaborate to improve their facilitation, innovation, and research skills, promoting professional leadership and competency in the field. Consequently, the efficacy of LAC necessitates high-quality training aimed at specific objectives. Science educators acknowledged that LAC enhances instructional leadership and pedagogical proficiency