ethanporcaro/eric-fulltext-meta huggingface dataset:
Character Value That Formed through Learning the Art of Playing GACIL in Early Childhood
Author: Pamungkas, Joko
Date: 2021-00-00
Type: Journal Articles
Subjects: Values Education,Moral Values,Moral Development,Young Children,Kindergarten,Games,Music Activities,Musical Instruments,Learning Processes,Correlation,Foreign Countries,Indigenous Knowledge,Folk Culture

One of the developments of children's potential is the development of character values. This study aims to describe the character values formed during the learning process of the art of playing &quot;gamelan cilik&quot; (GACIL). This type of research is quantitative. The subjects of this study were 618 children aged 5-6 years from kindergarten. The data analyses used to describe the character values formed in early childhood are descriptive statistics, confirmatory factor analysis and network analysis. The results showed that there were nine character values that were successfully formed in early childhood during learning the art of playing GACIL, namely the love of God, independence, honesty, courtesy, generosity, hard work, justice, humbleness and tolerance. Character values in early childhood are 46.44% cultured, 10.84% evolving, 5.18% visible and 37.54% unseen. Generosity (DM) is a dominant character value that is formed in early childhood and there is a strong relationship between character values. This finding is a good alternative for kindergarten teachers in planting and inculcating character values through learning the art of playing GACIL based on local culture.
Factors That Cause Students to Develop Math Anxiety and Strategies to Diminish
Author: Mehmet, Caglar
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Elementary School Students,Fear,Intervention,Elementary School Teachers,Teacher Attitudes,Influences,Teaching Methods,Foreign Countries,Student Characteristics,Teacher Characteristics,Parent Influence,Educational Environment,Teacher Student Relationship

This research aimed to determine the factors that cause elementary school students to feel fear and anxiety about mathematics and to identify the strategies that the teachers can use to reduce and eliminate these factors. For this purpose, a case study method based on qualitative approach was used in the study. Researchers created an online questionnaire and collected the data from randomly selected 65 classroom teachers working in various primary schools of Northern Cyprus in the 2019-2020 Academic Year. The questionnaire was finalized in line with the literature search, feedback from the field experts and the pilot study to ensure the reliability of the study. In the first part of the questionnaire, there are questions to determine the demographic features of the participants. In the second part, there are questions to determine the opinions of the teachers about the factors that may cause students to develop 'fear and anxiety towards mathematics (student, teacher, parent, and other factors). The third part of the questionnaire comprises a question to identify the strategies that the teachers use to reduce and eliminate the factors that cause anxiety development towards math. The study is thought to contribute to the classroom teachers and the literature as it is a research aimed at identifying the factors that prevent effective mathematics teaching and the data will help teachers rethink and redesign the math courses based on data obtained.
Validity and Reliability of Eight-Grade Digital Culture Test in Light of Item Response Theory
Author: Alnasraween, Moen Salman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Tests,Psychometrics,Test Construction,Item Response Theory,Middle School Students,Grade 8,Test Items,Difficulty Level,Test Validity,Test Reliability,Gender Differences,Private Sector

The purpose of this study is to construct a digital culture test in light of the Item Response Theory and to investigate its psychometric properties. The study sample consisted of six hundred fifty (650) male and female students in the eighth grade from the Directorate of Education and Teaching of Salt District. To obtain the results, the descriptive approach was used. The results showed that the items have acceptable indicators of discrimination and extend on the continuum of difficulty adequately. The validity and reliability of the test were verified by using several methods, including content validity and internal consistency. The study findings showed that most of the test items fit the assumptions of the two-parameter logistic model. The results also displayed statistically significant differences in the arithmetic means of the digital culture test due to gender in favor of female students. Moreover, the outcomes presented statistically significant differences attributed to the education sector variable favoring the private sector.
Application of Multicultural-Based Learning Model Syntax of Social Studies Learning
Author: Suastika, I. Nengah
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Knowledge Level,Student Attitudes,Cultural Awareness,Multicultural Education,Teamwork,Teaching Methods,Cooperative Learning,Social Studies,Foreign Countries,Models,Student Diversity

This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students' real lives.
Learning Model of Municipal Students
Author: Sugiarti, Rini
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Esteem,Learning Motivation,Outcomes of Education,Parent Influence,Cognitive Style,Public Schools,Junior High School Students,Foreign Countries

This study aims to analyze the learning model of municipal students. The approach used in this study is a quantitative correlational study with an ex-post facto design and path analysis. The instrument used is a questionnaire and Structural Equation Modeling (SEM) with WarpPLS 4.0 statistical software to analyze the data. The results show that there are positive and significant effects of self-confidence on learning motivation, and the effects of learning style are also positive and significant on learning motivation. There is a positive and significant effect of parent encouragement on learning motivation. The effect of student's self-confidence on learning motivation also shows positive and significant. The impact of learning motivation on learning outcomes is significantly positive. While the impact of self-confidence on learning outcomes also shows positive results. The effect of parental encouragement on learning outcomes. Finally, the effect of parental encouragement on self-confidence also describes positive impacts.
Teaching Creative (Literary) Writing: Indigenous Psychological Perspective
Author: Ahmadi, Anas
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Writing,Teaching Methods,Indigenous Knowledge,Culturally Relevant Education,Writing Processes,Writing Skills,Student Attitudes,Psychology,Foreign Countries,College Students,Writing Instruction,Cultural Relevance

This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective of indigenous psychology. Students' responses related to the perspective of indigenous psychology that it makes someone easier to write: 32% of students answered yes, 0% answered no, and 68% answered mediocre. Students' responses regarding the perspective of indigenous psychology that it provides benefits to the learning of creative writing: 90% of students answered yes and 10% answered no. Students' responses regarding the learning of creative writing that it is more easily using the perspective of indigenous psychology: 80% of students answered yes and 20% answered no.
Digital Storytelling for Improving Critical Reading Skills, Critical Thinking Skills, and Self-Regulated Learning Skills
Author: Al-Shaye, Shaye
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Reading Skills,Critical Thinking,Critical Reading,Independent Study,Semitic Languages,Second Language Instruction,Language Teachers,Preservice Teachers,Story Telling,Program Effectiveness,Blended Learning,Personal Narratives,Video Technology,Thinking Skills,Foreign Countries

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.
The Effect of Psychological Stress on Academic Achievement among Siblings of Autistic Children Spectrum Disorder
Author: Athbah, Saad Yahya
Date: 2021-00-00
Type: Journal Articles
Subjects: Stress Variables,Sibling Relationship,Academic Achievement,Correlation,Autism,Pervasive Developmental Disorders,Gender Differences,Student Attitudes,Instructional Program Divisions,Age Differences,Identification,Foreign Countries

The current study aims to identify the impact of psychological stress among siblings of autistic children on their academic achievement, as well as identifying differences in the level of their academic achievement according to the variables of the normal brother: gender, age, educational level, and the variables of the autistic siblings: gender and age of autistic children in Jeddah. The quantitative approach was followed, depending on the questionnaire. The results revealed that the level of psychological stress and academic achievement were moderate. The results also showed that there were no significant differences due to the variable gender of the respondent, the gender of the autistic child, the age of the autistic children, the educational level, and the age of the sibling in relation to academic achievement. The results also showed that no relationship between psychological stress and academic achievement.
Validation of the Attitudinal Scale of Open Educational Practices in University Teachers
Author: Canchola, Antonio
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitude Measures,Test Validity,College Faculty,Teacher Attitudes,Knowledge Level,Open Educational Resources,Latin Americans,Foreign Countries

The relevance of Open Educational Resources (OER) in the Latin American university context requires an instrument that measures the conceptual, procedural, and attitudinal aspects that teachers consider having in their open educational practices. The purpose of this research is to describe the process of design and validation of the Attitudinal Scale of Open Educational Practices (ASOEP) Scale. Consequently, the methodological approach corresponds to a descriptive, transectional, instrumental design that has three components: scale design, evaluation by expert judgment and validation with the pilot application. The pilot test was applied to a random sample with 123 teachers at a university in Colombia. The results from the validation of the content had the participation of five international experts who were classified according to coefficient K in the range between (k: .80 and k: 1.00). From the pilot application, the ASOEP Scale presented a general reliability of ([alpha]: 0.943).
University Students&apos; Evaluation of E-Assessment in Light of the Coronavirus Pandemic
Author: Ayyoub, Abed Alkarim
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Computer Assisted Testing,COVID-19,Pandemics,Gender Differences,Student Evaluation,Evaluation Methods,Foreign Countries,Instructional Program Divisions,Intellectual Disciplines

Educational institutions strive to achieve their purposes mainly assessing students' performance and abilities; they might use traditional types of assessment or they may be forced to apply electronic assessment in certain situations such as those dictated by the current spread of COVID-19 Pandemic. The current study aims at providing insights into the ways and levels of university students' evaluation of the electronic assessment during the global health crisis whether this evaluation is affected by certain demographic variables or not. A 29-item online questionnaire was developed and conducted by the researchers to survey a large sample of university population. A large number of the students (n=582) responded to the survey. The study results show that the level of students' evaluation of e-assessment is moderate. The researchers also find that an interaction between gender and faculty may influence students' evaluation positively and negatively. The implications of the study suggest that educational institutions should consider all types of assessment mainly e-assessment to keep pace with all advancements and evade unexpected circumstances like pandemics.
The Profile of Students&apos; Eco-Literacy at Nature Primary School
Author: Salimi, Moh
Date: 2021-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Ecology,Knowledge Level,Natural Resources,Caring,Empathy,Student Attitudes,Student Behavior,Foreign Countries,Elementary School Students,Cooperation,Justice

Eco-literacy play a crucial role in instilling awareness in children about the importance of protecting the environment. The purpose of this study was to describe the profile of nature school students' eco-literacy. The research method used qualitative research with a case study approach. The research subjects were selected through the purposive sampling technique. Data collection techniques in this study were questionnaires, observation, interviews, tests, and document study. The data analysis technique employed in this study was the interactive data analysis technique. The results revealed that: (1) cognitive aspects were quite good, indicated by a systematic understanding of nature; (2) emotional aspects were good, shown by high caring and empathy; (3) spiritual aspects were good, indicated by the attitude of respecting nature; (4) high activity aspects, shown by ability to apply ecological knowledge into life practices. This research concludes that the profile of eco-literacy in nature school was quite good.
Teams&apos; Games Tournaments with Cognitive Conflict Instruction (CCI) Model to Unveil Students&apos; Misconceptions
Author: Haryono, Heny Ekawati
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Scientific Concepts,Misconceptions,Junior High School Students,Grade 7,Foreign Countries,Cooperative Learning,Teamwork,Games,Competition

The purpose of this research is to see what physics misconceptions students have regarding heat material. This study employs a three-tier diagnostic exam designed to identify students' physics misunderstandings. 150 grade VII students from five Lamongan district state junior high schools were included in the study. Creating a closed-ended the students' responses to the cognitive conflict instruction are used to create a three-tier instrument (CCI). The findings of the research revealed that the CCI is a viable and reliable tool for detecting misunderstandings. The findings of the detection of misconceptions in participants revealed that 45 % of pupils met the mastery criteria, 35 % met the misconception criteria, and 10% met the guessing requirement.
Painting Education of Kazakh Mythology
Author: Karim, Baigutov
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mythology,Art Education,Folk Culture,Art History,Painting (Visual Arts),Artists,Art Products

Various scientific studies, interpretations, analyses, and comparisons have revealed a strong link in the origin of Kazakh mythology in contemporary Kazakh society. The main problem in this lies in the fact that existing research on mythology has always centered in fields of literature, philosophy, religion and culture, and history. Previous scholars have always overlooked the study of mythology in the field of art. It's for this reason, that this research article centered on the mythology in the art of painting education and especially pictorial analysis of Kazakh mythology. In the article, the definition and history of Kazakh mythology are given and the studies of the researchers on mythology are mentioned. The painting educations made within the scope of the research article are inspired by the myth of &quot;Er Tostik&quot;. The research conducted within the scope of a creative and scientific analysis shows that the works related to the formation of Kazakh mythology have an important place in the history of Kazakh painting education. Besides, important subjects of Kazakh mythology in Kazakh art history were determined and how they affected the works of the painters were examined and interpreted comparatively.
Metaphorical Cards as Innovative Educational Technology for Students&apos; Social Intelligence Developing
Author: Platonova, Raisa I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Skill Development,College Students,Self Control,Emotional Response,Student Behavior,Interpersonal Communication,Communication Skills,Foreign Countries,Role Playing,Group Discussion,Pictorial Stimuli,Social Development

This article aims to identify the features of using metaphorical cards for the development of students' social skills studying in university. The methods of research included testing and observation methods that allow to identify the levels of formation of students' social intelligence structural components effectively; to determine the features of changes in the perception and control of their own and others' emotional and behavioral reactions, as well as the level of development of understanding of emotional expression. The study shows that the technology of using metaphorical cards is one of the leading ways of emotional-psychological, pedagogical and socio-moral influence on the development of structural components of students' social intelligence. The effectiveness of working with metaphorical cards in developing communicative skills has been shown to be due to the mechanisms involved in different forms of working with metaphor. It is considered that metaphorical cards allow projecting both negative emotional reactions arising in communication onto images, reducing the intensity of their experience, and projecting social images, acting as moral guidelines, onto real situations, using them as models of behavior. It has been found that working with this educational technology helps to develop students' skills in understanding and managing their feelings, emotions and experiences. Practical relevance: The data obtained in this paper can be used in the study of problems related to educational psychology, personality psychology, social psychology and pedagogy.
In Flow with Task Repetition during Collaborative Oral and Writing Tasks
Author: Zuniga, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Task Analysis,Learning Experience,Self Esteem,Oral Language,Student Attitudes,Writing (Composition),Learning Theories,Second Language Learning,Second Language Instruction,Native Language,College Students,English (Second Language),Cooperative Learning

The present study draws on Flow Theory to examine the relationship between task repetition and the quality of learners' subjective experience during task execution. Flow is defined as a positive experiential state characterized by intense focus and involvement in meaningful and challenging, but doable tasks, which has been associated with enhanced self-confidence and task performance (Csikszentmihalyi, 2008). While research shows that certain task characteristics interact differentially with the quality of flow experiences, no research has specifically examined such interaction with task repetition. Participants (n=24) were randomly assigned to a Task Repetition or a Procedural Repetition group. All participants first completed a two-way decision-making gap task in both the oral and written modalities and either repeated the identical task or a comparable task one week later. Data were collected with a flow perception questionnaire, completed immediately following each task. Results show that repetition positively influenced learners' flow experience, but that modality was an important mediating factor.