ethanporcaro/eric-fulltext-meta huggingface dataset:
The Values of Struggle Character Education K.H. Ahmad Hanafiah and Its Implementation in Local History Learning
Author: Boty, Middya
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Lesson Plans,Religious Factors,Indigenous Knowledge,Patriotism,Work Ethic,Learning Motivation,Personal Autonomy,History Instruction,High School Students,Primary Sources,Instructional Materials,Nationalism,Geographic Regions,Biographies,Moral Values,Social Values

Local history has its point in providing information to local communities for the exemplary process. However, there are not many studies of local history to be implemented in history learning. Thus, the purpose of this study was to find the values of character education in the material for the struggle of K.H. Ahmad Hanafiah in defending Indonesian independence in the Lampung Residency and its implementation in learning local history. The method used is a qualitative research method with historical studies. This study uses primary and secondary sources and uses interviews as reinforcement. The results of the study are: (1) K.H. Ahmad Hanafiah as a local figure who fought to defend Indonesia's independence in Lampung Residency, (2) The values of character education contained in the material include: religious attitude, hard work, curiosity, love for the homeland, national spirit, and independence, (3) These character values can be implemented in local history learning through the Class XI lesson plans covering the stages of planning, implementation, and evaluation in high school. It is hoped that students can imitate the figure of a K.H. Ahmad Hanafiah, especially for those who live in the Lampung area, and apply it in their lives both now and in the future. History learning has a central role in instilling the values of national character because the scope of the material taught contains heroic, exemplary, patriotism, and nationalism values. [Note: The page range (62-71) shown on the PDF is incorrect. The correct page range is 62-72.]
TPACK-Based Active Learning to Promote Digital and Scientific Literacy in Genetics
Author: Angraini, Erni
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Technological Literacy,Pedagogical Content Knowledge,Scientific Literacy,Digital Literacy,Teaching Methods,Problem Based Learning,21st Century Skills,Genetics,Science Instruction,Biology,Student Attitudes,Undergraduate Students,Foreign Countries

Active learning is centered on students and encourages them to participate in various classroom activities, with the teacher as a facilitator. Students are expected to develop multiple 21st-century skills through an active learning process, including digital and scientific literacies. Numerous studies demonstrate that students lack digital and scientific literacy, necessitating the empowerment and improvement of both skills through active learning based on TPACK (Technological, Pedagogical, and Content Knowledge) (Tütünis et al, 2022). The objective of this study was to investigate the effect of TPACK-based active learning on students' digital literacy and scientific literacy in Genetics. PBL (Problem-based Learning), RQA (Reading, Questioning, and Answering), and a mix of PBL and RQA are all examples of active learning approaches. TPACK-based active learning was used in the Genetics course because students perceive genetics as challenging. A pretest-posttest three-treatment design was adopted, with each learning model being applied to a group of students. This study uses parametric inferential statistical methods, using ANCOVA. Data on students' digital literacy and scientific literacy were obtained using pretest and post-tests. The results indicated no statistically significant difference between the three learning models. The students' digital literacy and scientific literacy both experienced an increase due to implementing the three learning models. The implications of this research are the three active learning models based on TPACK can promote students' digital and scientific literacies. Other educators can adopt the experience of teaching Genetics with PBL, RQA, and PBL-RQA to promote digital literacy and scientific literacy.
Strengthening Civic Literacy among Students through Digital Literacy in Society 5.0
Author: Nuryadi, Muhammad Hendri
Date: 2023-05-00
Type: Journal Articles
Subjects: Teaching Methods,Digital Literacy,Citizenship Education,Computer Assisted Instruction,Foreign Countries,Social Media,Deception,News Reporting,Barriers,Higher Education,Learning Processes,Content Analysis

The reading index in Indonesia is still relatively low, so many students are victims of fake news that develops on social media. In addition, students have not been able to utilize digital technology as digital literacy to the fullest, so it has implications for the weakness of knowledge about civic literacy. The research design used is a literature review and the type of qualitative research. The research method is literature, while the data collection technique uses document studies and the data analysis used is content analysis. Civic literacy has an important role in facing the era of society 5.0, with the ability of civic literacy, really helps students to participate in realizing the harmony of the life of the nation and state. Society 5.0 has a formidable challenge for higher education if each lecturer does not equip students with civic literacy skills. Strategies to strengthen civic literacy through digital literacy can be carried out effectively, by implementing varied learning methods and using digital-based learning media. Through this, students will be interested in learning, considering that students are a digital native generation who cannot be separated from digital technology. Strengthening civic literacy is very effective by utilizing digital literacy so that every student can adapt to the times, especially society in the 5.0 era.
The Use of Technology in Hybrid Learning for Student with Special Needs
Author: Sarwendah, Ade Putri
Date: 2023-05-00
Type: Journal Articles
Subjects: Technology Uses in Education,Blended Learning,Students with Disabilities,Intellectual Disability,COVID-19,Pandemics,Special Education Teachers,Teacher Attitudes,Educational Media

This study aims to describe the use of technology in learning for students with special needs during the transition period after the COVID-19 pandemic to the new normal. This study is descriptive research with a survey method. The survey was conducted with 41 special education teachers with variety of special needs students. Data is collected using Google Form questionnaires. Data analysis is carried out by calculating the frequency and is presented as percentages. Participants in this study were chosen randomly for data variation. The presentation of data is carried out qualitatively based on the respondents' answers to the questions asked. The study participants argued that hybrid learning was feasible, even though it was recognized as encountering obstacles. Based on the results of a survey conducted by special education teachers at special education school (SLB), for hybrid learning, digital platforms are used to support online learning. The platforms used are WhatsApp and video conferencing, such as Google Meet. Integrating technology is considered important for teachers to support the learning process. Conscious and planned efforts and teacher motivation are critical to increasing their experience and skills in utilizing technology in learning.
Using Online Flipped Classroom in Problem-Based Learning Medical Curriculum: A Mixed Method Study
Author: Nugroho, Dian
Date: 2023-05-00
Type: Journal Articles
Subjects: Flipped Classroom,Problem Based Learning,Medical Education,Premedical Students,Foreign Countries,Block Scheduling,Gender Differences,Time Management,Learning Activities,Burnout

The coronavirus disease (COVID-19) pandemic has changed the education system, including problem-based learning (PBL), which is the main curriculum model in medical education. Social interaction and acquisition of knowledge and skills are one of the challenges in online learning during a pandemic. This study evaluated the use of the flipped classroom in the PBL curriculum of medical education. This study used mixed-methods design with a concurrent approach. The data collection technique was secondary data collection in the form of data from the block learning evaluation form. The evaluation form contains statements regarding the quality of the learning process, in the form of Likert scales. At the end of the form, there was a fill-in/essay question for more in-depth exploration. The quantitative data were analysed using descriptive univariate analysis, meanwhile, the qualitative data were analysed using thematic analysis techniques. Unbalanced learning load on the block, block learning management, and knowledge retention in block learning were considered lacking in flipped classroom block implementation. The management of time delays, a stage for students to be ready, a step to lessen psychological stress, and the use of media to generate different learning experiences are particular areas that need improvement.
Why Secondary Teachers Need Fred Rogers
Author: Athans, Kimberly
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Altruism,Educational Television,High School Teachers,English Instruction,Social Emotional Learning

This article discusses the legacy of Fred Rogers, and bridges the connections of his work in early childhood development to the needs of older students. The author draws upon her own experiences as a child watching &quot;Mister Roger's Neighborhood,&quot; and as a teacher who has tried to incorporate several of his ideas into her own high school English classroom. She argues that especially in this time of uncertainty, change, and political unrest, and when facing students after a long absence in a pandemic, teachers need to be equipped to meet their students' social-emotional needs before their academic needs. The article offers specific suggestions and insights from Fred Rogers and scholars on social-emotional learning to help teachers and students cope with the challenges they face today.
The Impact of Student Choice on Reading
Author: Dougherty, Cailyn N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Attitudes,Student Interests,Literature Appreciation,Teaching Methods,Reading Strategies

As the world around us becomes more accessible, so do our students' options to engage with that information. With the increased disconnect within the classroom, many educators are seeking ways to re-engage students. Research supports the use of choice for reading within the classroom to increase engagement. The article establishes the impact of student choice on reading in a 21st-century classroom through the use of a volume log with builtin research elements into the individual students' areas of interest in topics, authors, and genres of reading to encourage reading goals to increase throughout the school year. Through choice, students have an opportunity to build their joy in reading, establish authentic reading lives, and gain skills in an academic setting through the use of book talks, reading speed rounds, and reading stations.
The Influence of Stafford Loan Debtload on Persistence among Historically Underserved Populations at a Hispanic Serving Institution
Author: Noopila, Mari Ysela
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Debt (Financial),Academic Persistence,Hispanic American Students,Minority Serving Institutions,Undergraduate Students,Predictor Variables,Gender Differences,Social Differences,Low Income Students,First Generation College Students,Student Attitudes

This study presents a mixed methods explanatory analysis of the influence of Stafford loan debtload on persistence among underserved populations attending a Hispanic Serving Institution in the Southwest of the United States. Using data from cohort 2010, fall to fall persistence was examined to assess if debtload was related to persistence for all full-time, first-time undergraduate students based on demographic characteristics. Additionally, in-depth interviews were conducted on undergraduate students during fall 2017 to gain a better understanding of their experiences with debtload and if it played into their persistence decisions. Results of the study revealed statistically significant relationships between debtload and persistence for all first-time, full-time undergraduate students, White non-Hispanic students, Hispanic students, male students, female students, students from low and medium annual household incomes, as well as for first-generation and continuing generation students. Further, low debt was a predictor of non-persistence for each of these groups of students. The findings from the qualitative study showed how debtload influenced students' persistence decisions. Overall, findings suggest that the threshold of debt is extremely low for these particular students attending a Hispanic Serving Institution.
Effects of Metacognitive Skills on Physics Problem-Solving Skills among Form Four Secondary School Students
Author: Wider, Clarice
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Physics,Problem Solving,Secondary School Students,Gender Differences,Predictor Variables,Foreign Countries,Skills,Science Education

A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for &quot;understanding the problem&quot; and &quot;devising a plan&quot; are moderate, while &quot;carrying out the plan&quot; is good and &quot;looking back at the solution&quot; is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student's gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics.
Comparing the Effects of Physical, Virtual, and Hybrid Labs on Primary School Students&apos; Conceptual Learning of Heat and Temperature
Author: Tseng, Yi-Kuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Laboratories,Elementary School Science,Elementary School Students,Computer Simulation,Conventional Instruction,Manipulative Materials,Heat,Blended Learning,Knowledge Level,Scientific Concepts,Concept Formation,Thermodynamics,Grade 6,Foreign Countries,Science Instruction

Physical and virtual labs have unique capabilities that can influence how students learn from them. The purpose of this study was to examine the effect of physical and virtual manipulatives on students' learning of heat and temperature and to examine the influence of various combinations of physical and virtual manipulatives. A total of 205 participants were divided into four groups: only physical manipulatives, only virtual manipulatives, physical-virtual manipulatives, and virtual-physical manipulatives. Students' knowledge acquisition was tested using Pretest--Post-test design. The results showed that physical and virtual manipulatives are as effective in facilitating students' learning of state changes, but virtual manipulatives are more beneficial to students' learning of thermal expansion and contraction than physical manipulatives are. Physical-virtual manipulatives are more effective than virtual-physical manipulatives or physical manipulatives alone are to promote students' learning of heat and temperature, but this effect is similar to that of virtual manipulatives alone. The results suggest that virtual laboratories can effectively model abstract concepts. The better effect of the physical-virtual operation sequence on learning does not depend on whether the two types of experiments are combined or on the sequence of operations but on the type of experiment when its advantages actually contribute to learning.
Examining the Type and Quality of Questions Asked by a Science Teacher
Author: Saka, Tolga
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Science Teachers,Science Instruction,Questioning Techniques,Teaching Methods,Teacher Student Relationship,Physics,Pedagogical Content Knowledge,Learning Processes,Grade 5,Classroom Observation Techniques,Teacher Attitudes,Faculty Development

Exploring science teachers' classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade &quot;Measurement of Force and Friction&quot; and &quot;Matter and Change&quot;. The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher's lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher's questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices.
Examining the Physics Conceptions, Science Engagement and Misconceptions of Undergraduate Students in STEM
Author: Bahtaji, Michael Allan A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Science Education,Scientific Concepts,Misconceptions,Gender Differences,Intellectual Disciplines,Undergraduate Students,Mechanics (Physics),Learner Engagement,Correlation,Student Interests,Secondary Education,Foreign Countries,STEM Education

Exploring students' physics conceptions, science engagement and misconceptions in physics together with their association to certain variables (gender, educational background, and program of study) are essential in improving physics teaching and learning. However, few studies have been conducted to explore these three measures and almost none among STEM undergraduate students in the domain of Newtonian mechanics. To explore these measures, the Force Concept Inventory (FCI) and the Science Engagement Survey (SES) were administered to 281 STEM undergraduate students. Various statistical tools (ANOVA, t-test, correlations, etc.) have been utilized in the data analyses. The result revealed that gender and previous upper-secondary school strand have no significant effect on physics conceptions but have a significant effect on science engagement. The results also revealed a weak correlation between physics conceptions and science engagement, suggesting that interest becomes more effective when it was developed during the learning process. Finally, the results also revealed that more than 80% of the participants have a misunderstanding about the force direction of a thrown object, confirming that the dominant features of force and motion students have less conform to problems that involve non-contact force.
Climate Change Attitudes, Relationship to Nature and Pro-Environmental Behaviour of Students from Three European Countries
Author: Nepras, Karel
Date: 2023-00-00
Type: Journal Articles
Subjects: Climate,Elementary School Students,Knowledge Level,Student Attitudes,Values,Gender Differences,Cultural Differences,Conservation (Environment),Natural Resources,Predictor Variables,Beliefs,Foreign Countries,Correlation,Intention

Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students' knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.
Improving Secondary School Biology Teachers&apos; Topic-Specific Pedagogical Content Knowledge: Evidence from Lesson Studies
Author: Mapulanga, Thumah
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Biology,Science Instruction,Science Teachers,Pedagogical Content Knowledge,Video Technology,Teaching Methods,Learning Processes,Lesson Plans,Teacher Collaboration,Faculty Development,Scientific Concepts,Case Studies,Teacher Characteristics,Foreign Countries,Teacher Attitudes

Since pedagogical content knowledge (PCK) influences the teaching learning process, it has dominated research on teacher effectiveness. This case study explored teachers' enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students' prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers' collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers' TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers' PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers' enacted TSPCK in respiration, and biology as a whole.