Journal of Education and Learning (EduLearn)
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Unboxing the primary English teacher's TPACK profile: instrumental design and validation
Get PDFNumerous researchers have developed technological pedagogical content knowledge (TPACK) instruments for English language teaching; however, a valid and reliable instrument to unbox the primary English language teacher's TPACK profile from graduates of the primary school teacher education study program does not yet exist. Consequently, this study aimed to design and validate a questionnaire to unbox the primary English language teacher's TPACK profile. This study used a mixed-methods approach. First, qualitative methods were employed to verify and validate the content of each construct. The items were generated through experts' and a primary English teacher’s reviews. As a quantitative method, the questionnaire was then validated through explanatory factor analysis (EFA). The result of EFA yielded a comprehensive set of 40 items: technological knowledge (TK) section (consisting of 5 items), content knowledge (CK) section (consisting of 6 items), pedagogical knowledge (PK) section (consisting of 6 items), pedagogical content knowledge (PCK) section (consisting of 5 items), technological content knowledge (TCK) section (consisting of 5 items), technological pedagogical knowledge (TPK) section (consisting of 7 items), and TPACK section (consisting of 5 items). The reliability coefficients of each construct were acceptable. In conclusion, the study obtained a fruitful questionnaire for unboxing the primary English language teacher’s TPACK profile
Implementation of the 8+i link and match vocational school program
Get PDFThis research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/Sekolah Menengah Kejuruan (SMK) Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools
Critical thinking disposition and learning approach as predictors of mathematics performance
Get PDFIn the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to randomly selected 125 pre-service math teachers from Central Luzon, Philippines. The survey instruments are administered through the student-educator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40- item validated test. Using descriptive analysis, findings revealed that preservice mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education
Improving learning quality through the implementation of electronic teaching materials
Get PDFEducation in automotive vocational high schools faces challenges in improving the quality of learning. This article discusses efforts to improve the quality of learning in automotive vocational schools through the implementation of electronic teaching materials. The implementation of technology in learning is an important solution in today's digital era. This article describes the advantages of using electronic teaching materials, such as flexibility, accessibility, and ease of content updates. This research involves collaboration between teachers, students, and technology experts to create relevant and interesting teaching materials. In addition, electronic teaching materials allow for more personalized learning adaptations, assist students with special needs, and facilitate distance learning. The results show that the implementation of electronic teaching materials in automotive vocational schools has a positive impact on learning, increasing students' motivation, expanding their knowledge, preparing students to enter the industrial world, and improving practical skills in the automotive field. Teachers also reported increased efficiency in the teaching process. The level of practicality of using electronic teaching materials reached 86.5%, with responses indicating that electronic teaching materials are very helpful in the learning
Metacognitive reading strategies: gender, locality, and age differences among secondary school students
Get PDFThis study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged “metacognitive reading strategies questionnaire,” was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies
Essential components of teacher professional development for financial literacy: A literature review
Get PDFFinancial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation
Updating of higher education curriculum for future engineers during the COVID-19 pandemic
Get PDFHigher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students’ interaction and participation, to supply multiple participation in curriculum “customization” countermeasures to update higher education curriculum for future engineers
Development of teaching materials with agricultural insight to introduce of agriculture in primary school students
Get PDFAgriculture is one of the supports for national food needs, so it must continue to be preserved. Unfortunately, nowadays, the sustainability of agriculture is increasingly worrying. Many young people are no longer interested in becoming farmers or working in the agricultural sector. A solution like this must be immediately sought so that regeneration is maintained. This research aimed to develop teaching materials with agricultural insight to introduce of agriculture in primary school students in Indonesia. The research used the research and development (RD) method. Development was carried out using the Borg and Gall model, including: research and informing collecting, planning, preliminary development, and preliminary field testing and main product revision. The research results indicated that: i) the teaching material that was successfully developed was in the form of a textbook entitled “I love agriculture”. This book contains ten materials on agricultural, and ii) the test results showed that the agriculturaloriented teaching materials are of good quality. From the product eligibility test involving material experts and media experts, the average assessment score was 86.25%, while the average assessment score from students reached 85.25%. This research implied that students could get to know and love agriculture through learning activities at school
Enhancing historical consciousness in history education through integrating STEM approach and historical thinking skill
Get PDFThe research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425 students from diverse backgrounds in Banten Province schools that have implemented the STEM approach. A sample size of 202 students is determined using a predefined error rate. Data collection involves tests and questionnaires assessing historical thinking skills, STEM approaches, and historical consciousness. Statistical analysis, including partial and simultaneous multiple correlation tests, reveals a significant and very strong positive relationship between STEM approach, historical thinking skills, and historical consciousness. This suggests that the interplay of these factors enhances history learning and encourages a deeper understanding of historical events, promoting critical thinking, and historical consciousness. The study emphasizes the importance of integrating STEM methodologies into history education to provide students with a holistic understanding of historical events and their societal implications. Such an approach bridges the gap between STEM and history, fostering interdisciplinary collaboration and promoting informed and empathetic citizens. Future research should explore diverse samples, employ qualitative methods, and investigate curriculum designs and teaching strategies that effectively integrate STEM and history education
Children’s literacy skills development through non-formal education: a scoping review
Get PDFThe rapid advancement of technology in recent years has brought about profound changes in every aspect of our lives. Such technological advancement has impacted children in a digital age where technology permeates every facet of their existence, from education to entertainment and communication to socialization. The younger generations today appear deficient in motor, emotional, and social abilities. They appear to exhibit higher levels of aggression, anxiety, dependency, and reduced creativity. Integrating non-formal education into children’s learning aims to maximize enjoyment and engagement by capturing children’s interest and inspiring them to continue learning. Thus, non-formal education encompasses a spectrum of curricular activities in the natural environment outside of the school area. This scoping review aims to identify the focus skills development among primary school learners and how non-formal educational activities could boost learners’ learning ability. Four databases, including Scopus, web of science (WoS), Education Resources Information Center (ERIC), and ScienceDirect, were used in this research, which found 36 articles for eligibility. Only 15 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that non-formal education offers learners the opportunity to explore a multitude of interests beyond the structured confines of the classroom