ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Learning with Reversible Problem-Solving Approach on Prospective-Math-Teacher Students&apos; Reversible Thinking
Author: Maf'ulah, Syarifatul
Date: 2020-04-00
Type: Journal Articles
Subjects: Problem Solving,Preservice Teachers,Mathematics Teachers,Thinking Skills,Instructional Effectiveness,Foreign Countries,Mathematics Instruction

This study aimed to determine the effect of learning with reversible problem-solving approach on prospective-math-teacher students' reversible thinking. Using experimental research design, the study involved 65 prospective math teacher students as respondents (35 experimental, 30 control). Experimental class implemented a learning with reversible problem-solving approach as the treatment; thing the control class would not do so. A post-test on reversible thinking was applied to both classes for data collection of the students' reversible thinking, and it was further analyzed using t-test via SPSS 23. The result found that the mean score of experimental class was 76.7143, while the control class was 35.3333. A significant difference between their mean score was evident. Hence, it indicated that the post-test of experimental class was considered better than the control one. This post-test result was further analyzed using equal variance assumed t-test via SPSS 23. Result showed that there was a significant difference between both classes on their post-test score. Thus, the study established that learning with reversible problem-solving approach definitely brought effect on prospective-math-teacher students' reversible thinking ability. The effect was significant and positive.
The Effect of GeoGebra in Three-Dimensional Geometry Learning on Students&apos; Mathematical Communication Ability
Author: Kusumah, Yaya S.
Date: 2020-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Communication Skills,Mathematics Skills,Computer Software,Technology Uses in Education,Instructional Effectiveness,High School Students,Foreign Countries

The purpose of this research is to analyze the effect of GeoGebra in three-dimensional geometry learning on students 'mathematical communication ability as a whole and based on students' prior mathematical abilities. This quasi-experimental research with randomized posttest only design included 84 XII grade students in high school in Central Jakarta, Indonesia. Before the research, students were grouped based on their prior mathematical abilities including high, medium and low groups. The research data were the results of mathematical communication skills tests consisting of 7 questions which were then analyzed by Mann- Whitney test. The results reveal that overall and for students with high and medium mathematical prior abilities, there were significant differences in mathematical communication skills between students who received GeoGebra assisted Geometry learning and students who obtained conventional mathematics learning, while for students with low prior mathematical ability, there is no significant difference.
The Effectiveness of Computer-Based Problem Solving to Improve Higher Order Thinking Skills on Prospective Teachers
Author: Yurniwati
Date: 2020-04-00
Type: Journal Articles
Subjects: Computer Uses in Education,Problem Solving,Thinking Skills,Preservice Teachers,Instructional Effectiveness,Experimental Groups,Control Groups,Foreign Countries,Scores,Skill Development

Computer-Based Problem Solving is a combination of problem-based learning and computer-assisted learning. The method facilitates students to use computer programs as cognitive tools to solve problems. The purpose of this study is to determine the effect of Computer Based Problem Solving on High Level Thinking Skills (HOTS) of prospective teachers. The study was conducted in the 5th semester of the 2018/2019 academic year. This is a quasi-experiment with pre-test and post-test control group design consist. In the process of learning, the experimental group used computer-based problem solving as treatment whereas the control group used traditional methods. HOTS data was collected by conducting essay tests and the data was analyzed by using t-test and ANOVA. The findings of this study revealed that using computer-based problem solving approach improved HOTS of the prospective teachers as well as enhance their collaboration and motivation. It was found out that there was a moderate improvement on HOTS aspects in communication. The study also showed very slight improvement on the prospective teacher's problem solving abilities.
The Quality of Test Instruments Constructed by Teachers in Bima Regency, Indonesia: Document Analysis
Author: Ramadhan, Syahrul
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Made Tests,Content Validity,Test Reliability,Error of Measurement,Science Tests,Physics,High School Teachers,Secondary School Science

The analysis of the Test Instruments' quality is a crucial thing needs to be conducted. The test instruments made by teachers must fulfil the requirements (validity, reliability, and standard error of measurement) until the measurement result obtained can describe the students' actual abilities. This research aims to analyse the content validity (quantitative and qualitative), empirical validity, reliability, and standard error of measurement of semester final exam test instruments on Physics Grade XII Senior High School academic year 2017/2018 designed by teachers. The data analysis was based on 5 question documents (135 items) made by teachers and 555 answer sheets of the students at five schools. The research results show that teachers' ability in making the test instruments of the semester final exam is still limited. It is proven as a problem found through the representation of the analysis result based on the test of content validity, empirical validation, reliability and standard errors of measurement. It is suggested that school principals or the Educational Authority should hold effective training regularly and invite teachers to participate in it to sharpen their skills in making effective test instruments.
Democracy in EFL Classrooms
Author: Kasimi, Yusuf
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Preparation,State Universities,Foreign Countries,Democracy,Standards,Freedom,Phenomenology,Student Attitudes,Student Participation,Consciousness Raising,Language Teachers,Critical Theory,Teaching Methods,Civil Rights,Citizenship,Global Approach

In the simplest term, democracy may be defined as a set of views and standards towards freedom, however it includes an array of approaches which have been framed over the history of mankind. In short, democracy is the systematized form of freedom. A democratic country is not possible without the freedom of expression. Freedom of expression fosters publics to clearly put forward their demands on how the authorities should perform their duties. Thus, this study inquires the visionary underpinnings of third persons in a phenomenological custom. The data of the study were gathered through a questionnaire designed by Yildirim and Türkoglu (2017) and semi-structured interview questions structured by the researchers. Through a mix method research design, this paper employed both qualitative and quantitative ways to collect the required data. 180 EFL prep-class students at a state university in Turkey participated in the study. 160 of the informants responded to the questionnaire while 20 informants answered the semi-structured interview questions. Convenience sampling, where the very first accessible data is employed, was utilized in the study. The findings of the study show that the need of democratic participation is felt in EFL classrooms. Related implications to raise the awareness of EFL students and teachers on democracy and democratic citizenship were given at the end of the paper.
The Relationship between Reading Strategies and Reading Achievement of the EFL Students
Author: Par, Leonardus
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Strategies,Reading Achievement,Second Language Learning,English (Second Language),College Students,Majors (Students),Problem Solving,Predictor Variables,Reading Comprehension

The purpose of the study is to discover the relationship between the use of reading strategies and reading achievement among EFL students in Indonesia. It involves 56 EFL university students majoring in English by providing questionnaire of Survey of Reading Strategies (SORS) in order to know the use of reading strategies; and Reading Comprehension Test (RCT) to measure their reading achievement or reading ability. The reading strategies were classified into Global, Problem Solving, and Supporting strategies. Meanwhile, the RCT was 35 multiple choice test items. The findings of the study reveal that (1) the EFL students are active strategies users; they prefer problem-solving strategies more than global and supporting strategies; (2) there is a significant correlation between the overall reading strategy use and the students reading achievement; (3) the problem-solving strategies are the predictive factors of the students' reading achievement. In conclusion, the more the students apply the problem-solving strategies in reading activities, the better their ability to understanding the texts.
The Effect of Learning Models and Multiple Intelligences on Mathematics Achievement
Author: Ndia, La
Date: 2020-04-00
Type: Journal Articles
Subjects: Models,Multiple Intelligences,Mathematics Achievement,Problem Based Learning,Foreign Countries,Direct Instruction,Mathematical Logic,Spatial Ability,Interaction,Teaching Methods,Grade 8

The purpose of this study was to determine the effect of learning models and multiple intelligences on mathematics achievement. It was conducted at SMPN 5 Kendari, Southeast Sulawesi, Indonesia. The research method used a quasi-experimental design. Data on mathematics achievement and multiple intelligences were collected using multiple-choice tests. The collected data were analyzed using a two-way ANOVA. The findings of this study showed that student mathematics achievement taught with PBL model was higher than those taught with direct learning model; mathematics achievement of students with mathematical logic intelligence was higher than those with spatial intelligence; there was an effect of interaction between learning models and multiple intelligences on student mathematics achievement; mathematics achievement of students with spatial intelligence taught with PBL model was higher than students taught with direct learning model; mathematics achievement of students with mathematical logic intelligence taught by PBL model was higher than those taught with direct learning model; there was no significant difference in mathematics achievement between students with spatial intelligence and mathematical logic intelligence taught by PBL model; mathematics achievement of students with mathematical logic intelligence was higher than those with spatial intelligence taught by direct learning model.
Dimensions of Early Childhood Character Education Based on Multicultural and Community Local Wisdom
Author: Harun
Date: 2020-04-00
Type: Journal Articles
Subjects: Early Childhood Education,Values Education,Foreign Countries,Multicultural Education,Place Based Education,Children

The purpose of this study was to determine the dimensions of early childhood character education based on multicultural and local wisdom. The location of the research is in the Central Java Province, specially the Ex Surakarta Residency and Ex Kedu Residency. Research subjects were 430 children from 24 Early Childhood Education Institutions (PAUD). The research method used is quantitative with the LISREL program tool. The analytical tool used is structural equations modeling to examine the dimensions of early childhood character education, measurement model analysis, and structural model analysis of early childhood character education. The hypothesized dimension of character education has four dimensions with each having four indicators, apparently after being confirmed empirical data there are two indicators that fall, namely indicators of sincerity acting in the dimensions of deity and indicators of discipline in the dimension of oneself. Therefore the dimension of deity only has indicator of belief, worship, and ethical values. The self dimension has indicators of honesty, responsibility, and independence. The dimension of fellow human still have four indicators, namely rights and obligations, obeying the law, appreciating the work of others, and being polite to anyone. The environmental dimension also has four indicators, national spirit, love for the country, communicative, and caring for the environment.
The Analysis Factor of Self-Confidence of Buddhist Religious Teachers in Indonesia
Author: Sadtyadi, Hesti
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Esteem,Buddhism,Foreign Countries,Teachers,Religious Education,Teacher Attitudes,Classroom Environment,Instructional Materials,Teaching Load,Professional Identity,Teacher Student Relationship

Indonesian Buddhist religious teachers face various problems related to the limitation of learning infrastructure and the availability teacher training program that affects their self-confidence. This research aims to analyse the factors and the indicators of self-confidence of Buddhist religious teachers as the basis for the development of teacher self-confidence and professionalism. The proposed research questions are about (1) what are the factors as well as the indicators of the self-confidence of the Buddhist religious teachers in performing their tasks and (2) how strong are its indicators affecting teachers' self-confidence? The research participants were 153 Buddhist religious teachers who teach at formal schools. The results of the research show that factors affecting the self-confidence of Buddhist religious teachers in Indonesia are classroom environment and learning material and also teachers' working time and additional tasks. The four dominant indicators of the classroom environment and learning material are teachers' perception toward the availability of learning material, classroom availability, the quality of learning the infrastructure, and teachers' perception toward infrastructure policy. The four dominant indicators of teachers' working time and additional tasks are teachers' perception regarding a load of working time, the load of teachers' working time, teachers' perception regarding a load of their additional tasks, and the load of teachers' additional tasks.
Local Culture-Based Storybook and Its Effect on Reading Competence
Author: Ratminingsih, Ni Made
Date: 2020-04-00
Type: Journal Articles
Subjects: Reading Skills,Books,Foreign Countries,Elementary School Students,Culturally Relevant Education,Grade 6,Reading Instruction,Instructional Effectiveness,Literary Genres

Reading is the basic literacy as the foundation for intellectual development. Researchers found that Indonesian students have low reading competence. This is due to the fact that they do not possess a good reading habit. Hence, the study aimed at investigating the effect of local culture-based storybooks, one of which is a fable on students' reading competence and analyzing the effect size of the treatment. It was an experimental research administering post-test only control group design. The population was sixth grade students of elementary schools in Buleleng Regency, Bali. The samples were determined using intact group cluster random sampling technique of 34 students from two elementary schools. Experimental group was treated by using storybook, whereas control group was taught by using text-based story. The data were collected through post-test. The obtained data were analyzed descriptively and inferentially using t-test. Cohen's d was administered to check the effect size. The result proves that there was a significant effect of local culture-based storybook on students' reading competence, while Cohen's d shows that the effect size was medium. Thus, teachers are recommended to regularly use stories for improving reading competence.
Analysis of Problems Encountered by Instructors Teaching Turkish as a Foreign Language to Syrian Children and Their Opinions on Their Participation in the Certification Program for Teaching Turkish as a Foreign Language
Author: Özkale, Ufuk
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Immigrants,Turkish,Second Language Instruction,Teacher Attitudes,Language Teachers,Language Proficiency,Language Skills,Reading Skills,Writing Skills,Listening Skills,Speech Skills

This study seeks to determine the problems faced by the Turkish instructors serving in the primary education institutions and camps within the framework of the project PICTES in teaching Turkish as a foreign language to Syrian students and to provide insights into their opinions on their participation in the certification program for teaching Turkish as a foreign language created by Turkish Language Teaching, Research and Application Centre (TÖMER). Following a qualitative research model, this case study employs purposive sampling and there are 25 Turkish instructors serving in the city of Mersin and Adana in the sample of the study. The data are collected through personal information forms and interview forms. The data are analyzed by means of content analysis, using QDA (Qualitative Data Analysis) Miner Lite program. The analysis yields 14 themes and 37 codes grouped under these 14 themes. The results of this study are mostly congruent with previous research in the literature; the study concludes that most of the instructors do not benefit from instructional technologies and that the certification program created by TÖMER is not useful at the desired level in helping instructors use teaching methods and techniques.
Mathematics Teachers&apos; Conceptions of Assessment: Gender and Academic Qualification Comparisons
Author: Mirian, Bibi Mahdieh
Date: 2020-04-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Gender Differences,Differences,Teacher Qualifications,Foreign Countries,Secondary School Teachers,Accountability,Student Evaluation

In recent years, many studies have focused on teachers' conceptions and their effects on instruction and learning. Accordingly, the present study aims to investigate the level of teacher's conceptions of assessment and comparison between gender and academic qualifications. It utilises a causal-comparative research design to investigate conceptions of assessment among 352 Iranian lower secondary level mathematics teachers using COA-III questionnaire. Results of the study find that math teachers exhibit moderate-level conceptions. Significant differences exist across the academic qualifications on Improvement and Irrelevance based on academic qualifications. Teachers with PhD qualifications have more in Improvement and Irrelevance than those with bachelor and master's degree holders. Only school accountability has significant difference between male and female teachers; male teachers exhibit more in school accountability than female teachers. Policy makers, teachers, researchers and school administrators should consider these findings in their practices to introduce and enhance alternative methods of assessment.
Study of the Quality of Applicants&apos; Admission to Universities Based on the Results of the Unified State Exam in Russia
Author: Toomsalu-Stefanova, Lilyana M.
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Admission,College Applicants,College Entrance Examinations,Academic Achievement,Academic Failure,Risk,Expulsion,Student Attitudes,College Freshmen

The study was devoted to assessing the quality of applicants' admission to universities based on the results of the Unified State Exam (&quot;USE&quot;) in Russia. The problem area of the study included the issues of students' integration in the learning environment. The power of integration has a rigid projection on the student's successes in the learning process and after graduation from the university when applying for work. The literature review established the applicants' susceptibility to following a given strategy of vertical academic mobility. The existing patterns made it possible to state that applicants' behaviour throughout the entire period of study at the university is predictable. Based on the empirical data of one of the leading universities of Russia, an analysis of the factors affecting students' motivation was carried out, which is of great importance for improving the efficiency of the educational process. The quality of admission of applicants to universities varies in degree of training, which requires the identification of factors affecting academic performance. Static methods investigated the link between students' attitudes toward risk and their academic results. The obtained results showed some steady trends. It turned out that the USE results in Mathematics, Russian and English are significant for the prediction of the final rating of a first-year student.
Students&apos; Views on Strategic Note-Taking and Its Impact on Performance, Achievement, and Learning
Author: Salame, Issa I.
Date: 2020-04-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Notetaking,Study Skills,Academic Achievement,Recall (Psychology),Comprehension,Test Preparation,Grades (Scholastic),Learning,Grade Point Average

Strategic note-taking is beneficial to students in that it provides a certain way a student can learn, and it can help a student perform better in courses. Taking strategic notes is seen as an important skill that is needed in a college setting. Strategic note-taking involves active listening, processing information, and writing. It is hypothesized that a student's strategic and extensive note-taking can yield a higher performance and achievement. Proper note-taking is a skill that many college students lack. The objective of this research study is to examine whether strategic-note taking improves science, engineering, and mathematics students' performance, achievement, and learning. A survey research was done and collected from 160 students of the City College of New York. The survey questionnaire included Likert-type and open-ended questions, which served to understand the students' views, perceptions, and beliefs about the benefits of strategic note-taking. Data collected from this research project show that note-taking improves students' recall of material, increases students' understanding of the content, assists in preparation for examinations, and improves their overall grades. Note-taking plays a role in gaining knowledge, learning and success in courses. Also, it is noteworthy that our data show a correlation between note-taking and grade point average (GPA); students who take better notes have higher GPAs.
Teacher Practice and Integration of ICT: Why Are or Aren&apos;t South African Teachers Using ICTs in Their Classrooms
Author: Graham, Marien Alet
Date: 2020-04-00
Type: Journal Articles
Subjects: Technology Integration,Mathematics Teachers,Information Technology,Expectation,Social Influences,Teacher Attitudes,Usability,Teaching Conditions,Intention,Secondary Schools,Foreign Countries,Productivity,Performance Factors

The question, &quot;how does the UTAUT variables (Performance Expectancy, Effort Expectancy, Social Influence and Facilitating Conditions) influence mathematics teachers' acceptance of ICT integration?&quot; was investigated, using the four constructs of the UTAUT framework. The four constructs were hypothesised to influence teachers' use of ICTs within the educational domain. Results from structural equation modelling showed that three of the four constructs were statistically significant. This study showed why South African mathematics teachers integrate ICTs into their classrooms. Once the 'why' is understood, changes can be made to further, and more successfully, enhance ICT adoption in mathematics classrooms. Further, this paper also offers recommendations to maximise the use of ICTs in education.